Pool Hayes Arts and Community School
Pool Hayes Arts and Community School
Re: Teacher of Science - MPS Thank you for your interest in the above advertised post. Full details are given below but if you need further information please contact Martin Francis, Director of Learning-Science. You will find a variety of information about the school on the website and there is a Teacher Application Form on the ‘Staff Vacancies’ webpage. Your application should include a completed application form with supporting information outlining your experience, skills and qualifications. Full details of two referees must be provided as requested on the application form. For the purposes of child protection references will be taken up for shortlisted candidates prior to interview. Please return your application to the Headteacher either by post or by email: [email protected] by 3pm on Monday 20 October 2014. The appointment is subject to enhanced DBS and medical clearance plus two suitable professional references. We look forward to receiving your application. Jayne Vecchio PA to the Headteacher
See advert below
POOL HAYES ARTS AND COMMUNITY SCHOOL Castle Drive Willenhall West Midlands WV12 4QZ Tel: 01902 368147 Fax: 01902 609501 E-mail: [email protected] (1133 on roll - 11-18yrs)
Qualified Teacher of Science Main Scale from January 2015 Full details and application form from www.poolhayesarts.com Responsibility, Aspiration, Perseverance, Success Pool Hayes is a school that has drive and ambition. We have a real sense of enthusiasm and energy for raising standards for our students. We are looking to appoint an ambitious and creative teacher of Science. This is a real opportunity for dedicated professionals wishing to help in the drive to raise standards even further. The successful candidate will be an outstanding professional, committed to high standards with a proven track record of raising achievement. Pool Hayes is committed to safeguarding and promoting the welfare of children. Applications must be submitted on an official application form supplied by school. Appointment subject to enhanced DBS and medical clearance plus 2 suitable professional references. Closing date: Monday 20 October 2014 - 3 pm
See further details below
The Science Faculty At Key Stage 3, we offer an “in-house” scheme of work, using elements of Exploring Science, Spectrum and Scientifica. In Year 9, we begin Key Stage 4 teaching part way through the year. At Key Stage 4, we offer OCR Gateway GCSE (Triple, Core and Additional). At Key Stage 5, numbers of students choosing A-Levels in Sciences are increasing. We currently offer Biology, Chemistry, Physics and BTEC Applied Science. We are continuously developing and improving the school, which has Performing Arts Specialist Status. We are committed to providing stimulating, challenging and high quality teaching and learning. In joining the Science Faculty, you will be working within a very friendly and supportive environment. The Science staff are an experienced team, who are open to creative and innovative ways of delivering lessons. For example, we have taken part in projects with Drama, PE and visiting artists. We have a dedicated HLTA for the Faculty who supports a variety of classes and individuals, as well as running the Science Club and organising trips. Trips have included Leicester Space Museum, The Natural History Museum and CSI Birmingham. For the first time this year, we also went abroad to Iceland in a joint trip with the Geography Department. The Science Faculty is housed in eight specialist laboratories (three of which have been recently refurbished). There is also a dedicated ICT suite and three preparation areas, supported by experienced technicians. Post-holders within the Faculty include: Director of Learning, Assistant Directors of Learning and Assessment, Intervention and Transition Co-ordinator. These post-holders take responsibility for the different Key Stages. If you have any questions, please contact Mr M. Francis, Director of Learning (Science).
Cross curricular project with Drama
Visit to Iceland
See job description below
Cross curricular project with PE
Job Description: Main Scale Teacher Grade: Standard National Scale Responsible and accountable to: Director of Learning (Subject) Headteacher and Governors
Overall Responsibility and Accountability: Duties of a standard scale teacher as outlined in the current School Teachers’ Pay and conditions Document, including:
Support the Director of Learning, Headteacher and Governors by providing high quality provision for pupils and Post 16 students Have high expectations of children and young people including a commitment to ensuring that they can achieve their full potential and establishing fair, respectful, trusting, supportive and constructive relationships with them Hold positive values and attitudes and adopt high standards of behaviour in your professional role Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which you work, and contribute to the development, implementation and evaluation of the policies and practice in your workplace, including those designed to promote equality of opportunity
Accountable for:
Communicating and working with others Communicating effectively with learners and colleagues Communicating effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being in line with school policy Evaluating your performance and being committed to improving your practice through appropriate professional development Acting upon advice and feedback and being open to coaching and mentoring Having a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and applying and adapting them, including personalising the learning experience thereby providing opportunities for all learners to achieve their potential Understanding and applying the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for your subjects/curriculum areas and other relevant initiatives across the age and ability range you teach Having a secure knowledge and understanding of the subjects/curriculum areas you teach including: the contribution that your subjects/curriculum areas can make to crosscurricular learning, recent relevant developments, and related pedagogy Making effective personalised provision for those you teach, including those for whom English is an additional language or who have special educational needs or disabilities, and taking practical account of diversity and promoting equality and inclusion in your teaching Managing learners' behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school's behaviour policy Using a range of behaviour management techniques and strategies, adapting them as necessary to promote the self control and independence of learners and cooperation through developing their social, emotional and behavioural skills Applying the assessment requirements and arrangements for the subject/curriculum
areas you teach, including those relating to public examinations and qualifications Applying a range of approaches to assessment, including formative assessment Establishing a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well being of children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the school Drawing on the expertise of colleagues, such as those with responsibility for the safeguarding of children and young people and special educational needs and disabilities, and referring to sources of information, advice and support from external agencies Making use of the local arrangements concerning the safeguarding of children and young people Providing effective pastoral care and guidance including fulfilling the role of academic mentor
Demonstrated By:
Holding positive values and attitudes and adopt high standards of behaviour in your professional role Having a commitment to collaboration and co-operative working where appropriate Working as a team member and identifying opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them Having high expectations of children and young people including a commitment to ensuring that they can achieve Identifying and providing opportunities for learners to develop literacy, numeracy, ICT, Citizenship and thinking and learning skills appropriate within their phase and context Knowing how to identify and support children and young people whose progress or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. Understanding how children develop and how the progress, rate of development and well-being of learners are affected by a range of social, religious, ethnic, cultural and linguistic influences Supporting and guiding learners so that they can reflect on their learning, identify the progress they have made, setting positive targets for improvement and become successful independent learners Planning and teaching challenging, well-organised lessons and sequences of lessons Providing learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners' attainment, progress and areas for development Recognising and respecting the contributions that colleagues, parents and carers can make to the development and well-being of children and young people, and to raising their levels of attainment Recognising that communication is a two-way process and encouraging parents and carers to participate in discussions about the progress, development and well-being of children and young people
Whole School Responsibilities include:
Playing a leading role in the implementation of the school’s mission statement, aims and policies including safeguarding and promoting the welfare of children and young people Actively engaging in the formulation, implementation, monitoring and evaluation of the School’s Improvement Plan Actively engaging in the school’s review and self assessment processes which incorporates performance management Engaging in and actively promoting professional development opportunities for all staff Establishing good constructive working relationships with and between staff and pupils Acting as a good professional role model
These responsibilities are derived from The Professional Standards for Teachers documents
Notes This job description is not a contract of employment, or any part of it. It has been prepared only for the purpose of school organisation and may change either with contract changes or as the organisation of the school is changed. This job description is current at the date shown, but, in consultation with the postholder, may be changed by the Headteacher to reflect or anticipate changes in the job commensurate with the grade and job title. Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description. Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers. January 2014
Re: Teacher of Science - MPS Thank you for your interest in the above advertised post. Full details are given below but if you need further information please contact Martin Francis, Director of Learning-Science. You will find a variety of information about the school on the website and there is a Teacher Application Form on the ‘Staff Vacancies’ webpage. Your application should include a completed application form with supporting information outlining your experience, skills and qualifications. Full details of two referees must be provided as requested on the application form. For the purposes of child protection references will be taken up for shortlisted candidates prior to interview. Please return your application to the Headteacher either by post or by email: [email protected] by 3pm on Monday 20 October 2014. The appointment is subject to enhanced DBS and medical clearance plus two suitable professional references. We look forward to receiving your application. Jayne Vecchio PA to the Headteacher
See advert below
POOL HAYES ARTS AND COMMUNITY SCHOOL Castle Drive Willenhall West Midlands WV12 4QZ Tel: 01902 368147 Fax: 01902 609501 E-mail: [email protected] (1133 on roll - 11-18yrs)
Qualified Teacher of Science Main Scale from January 2015 Full details and application form from www.poolhayesarts.com Responsibility, Aspiration, Perseverance, Success Pool Hayes is a school that has drive and ambition. We have a real sense of enthusiasm and energy for raising standards for our students. We are looking to appoint an ambitious and creative teacher of Science. This is a real opportunity for dedicated professionals wishing to help in the drive to raise standards even further. The successful candidate will be an outstanding professional, committed to high standards with a proven track record of raising achievement. Pool Hayes is committed to safeguarding and promoting the welfare of children. Applications must be submitted on an official application form supplied by school. Appointment subject to enhanced DBS and medical clearance plus 2 suitable professional references. Closing date: Monday 20 October 2014 - 3 pm
See further details below
The Science Faculty At Key Stage 3, we offer an “in-house” scheme of work, using elements of Exploring Science, Spectrum and Scientifica. In Year 9, we begin Key Stage 4 teaching part way through the year. At Key Stage 4, we offer OCR Gateway GCSE (Triple, Core and Additional). At Key Stage 5, numbers of students choosing A-Levels in Sciences are increasing. We currently offer Biology, Chemistry, Physics and BTEC Applied Science. We are continuously developing and improving the school, which has Performing Arts Specialist Status. We are committed to providing stimulating, challenging and high quality teaching and learning. In joining the Science Faculty, you will be working within a very friendly and supportive environment. The Science staff are an experienced team, who are open to creative and innovative ways of delivering lessons. For example, we have taken part in projects with Drama, PE and visiting artists. We have a dedicated HLTA for the Faculty who supports a variety of classes and individuals, as well as running the Science Club and organising trips. Trips have included Leicester Space Museum, The Natural History Museum and CSI Birmingham. For the first time this year, we also went abroad to Iceland in a joint trip with the Geography Department. The Science Faculty is housed in eight specialist laboratories (three of which have been recently refurbished). There is also a dedicated ICT suite and three preparation areas, supported by experienced technicians. Post-holders within the Faculty include: Director of Learning, Assistant Directors of Learning and Assessment, Intervention and Transition Co-ordinator. These post-holders take responsibility for the different Key Stages. If you have any questions, please contact Mr M. Francis, Director of Learning (Science).
Cross curricular project with Drama
Visit to Iceland
See job description below
Cross curricular project with PE
Job Description: Main Scale Teacher Grade: Standard National Scale Responsible and accountable to: Director of Learning (Subject) Headteacher and Governors
Overall Responsibility and Accountability: Duties of a standard scale teacher as outlined in the current School Teachers’ Pay and conditions Document, including:
Support the Director of Learning, Headteacher and Governors by providing high quality provision for pupils and Post 16 students Have high expectations of children and young people including a commitment to ensuring that they can achieve their full potential and establishing fair, respectful, trusting, supportive and constructive relationships with them Hold positive values and attitudes and adopt high standards of behaviour in your professional role Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which you work, and contribute to the development, implementation and evaluation of the policies and practice in your workplace, including those designed to promote equality of opportunity
Accountable for:
Communicating and working with others Communicating effectively with learners and colleagues Communicating effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being in line with school policy Evaluating your performance and being committed to improving your practice through appropriate professional development Acting upon advice and feedback and being open to coaching and mentoring Having a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and applying and adapting them, including personalising the learning experience thereby providing opportunities for all learners to achieve their potential Understanding and applying the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for your subjects/curriculum areas and other relevant initiatives across the age and ability range you teach Having a secure knowledge and understanding of the subjects/curriculum areas you teach including: the contribution that your subjects/curriculum areas can make to crosscurricular learning, recent relevant developments, and related pedagogy Making effective personalised provision for those you teach, including those for whom English is an additional language or who have special educational needs or disabilities, and taking practical account of diversity and promoting equality and inclusion in your teaching Managing learners' behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school's behaviour policy Using a range of behaviour management techniques and strategies, adapting them as necessary to promote the self control and independence of learners and cooperation through developing their social, emotional and behavioural skills Applying the assessment requirements and arrangements for the subject/curriculum
areas you teach, including those relating to public examinations and qualifications Applying a range of approaches to assessment, including formative assessment Establishing a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well being of children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the school Drawing on the expertise of colleagues, such as those with responsibility for the safeguarding of children and young people and special educational needs and disabilities, and referring to sources of information, advice and support from external agencies Making use of the local arrangements concerning the safeguarding of children and young people Providing effective pastoral care and guidance including fulfilling the role of academic mentor
Demonstrated By:
Holding positive values and attitudes and adopt high standards of behaviour in your professional role Having a commitment to collaboration and co-operative working where appropriate Working as a team member and identifying opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them Having high expectations of children and young people including a commitment to ensuring that they can achieve Identifying and providing opportunities for learners to develop literacy, numeracy, ICT, Citizenship and thinking and learning skills appropriate within their phase and context Knowing how to identify and support children and young people whose progress or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. Understanding how children develop and how the progress, rate of development and well-being of learners are affected by a range of social, religious, ethnic, cultural and linguistic influences Supporting and guiding learners so that they can reflect on their learning, identify the progress they have made, setting positive targets for improvement and become successful independent learners Planning and teaching challenging, well-organised lessons and sequences of lessons Providing learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners' attainment, progress and areas for development Recognising and respecting the contributions that colleagues, parents and carers can make to the development and well-being of children and young people, and to raising their levels of attainment Recognising that communication is a two-way process and encouraging parents and carers to participate in discussions about the progress, development and well-being of children and young people
Whole School Responsibilities include:
Playing a leading role in the implementation of the school’s mission statement, aims and policies including safeguarding and promoting the welfare of children and young people Actively engaging in the formulation, implementation, monitoring and evaluation of the School’s Improvement Plan Actively engaging in the school’s review and self assessment processes which incorporates performance management Engaging in and actively promoting professional development opportunities for all staff Establishing good constructive working relationships with and between staff and pupils Acting as a good professional role model
These responsibilities are derived from The Professional Standards for Teachers documents
Notes This job description is not a contract of employment, or any part of it. It has been prepared only for the purpose of school organisation and may change either with contract changes or as the organisation of the school is changed. This job description is current at the date shown, but, in consultation with the postholder, may be changed by the Headteacher to reflect or anticipate changes in the job commensurate with the grade and job title. Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description. Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers. January 2014
