Job description and person specification - Eteach

The Stourport High School & VIth Form CentreJob DescriptionPost:Head of SpanishTLR: 2 - £2535Post holder:Additional Post(s): (1)(2)(3)(4)Reporting to:Head of FacultyCore PurposeSubject Leader’s provide support for the professional leadership and management of their subject inour school to secure high quality teaching, effective use of resources and improved standards oflearning and achievement for all students.The Subject Leader therefore has a significant role in the delivery of our school aims and in leadingothers to that end. The Subject Leader will work with the HoF & DHoF to create a Faculty that deliversexcellence in every aspect of Teaching and Learning and in:• setting the highest professional standards and expecting it from others;• ensuring progression and participation at every level;• impacting significantly on behaviour, attendance and achievement;• reporting every term to Governors and the Head on key outputs and indicators.Subject Leaders are leaders in their own right and will need to display considerable presence as wellas professionalism, ability, skill and knowledge. The Subject Leader will work with the HoF and DeputyHoF to ensure the effective leadership of a team of teachers, support staff and students, raisingachievement, providing vision, conveying the school ethos, gaining commitment to school values andfostering respect in students for themselves, others, our school and their environment.Subject Leaders will deputise for the HoF and Deputy HoF as directed within the job description, atmeetings and school functions by agreement and during planned and unforeseen absence. They willregularly take responsibility for leading a subject, a key stage or an area of the curriculum. They willrepresent the faculty view with autonomy and authority at meetings and will meet regularly with parents,representing the HoF.Position within the leadership structure• Subject Leader’s are leaders of a team of teachers and support staff and in some instancesleaders of subjects and key stages.• Subject Leader’s are responsible for the line management of some members of their team byagreement with the HoF and Principal although overall line management is the responsibility ofthe HOF. Performance management may be done by HOFs, Subject Leaders and others asdetailed in the performance management policy.• Subject Leader’s have a degree of autonomy and authority and should seize this. They ensurethat the HoF, Principal and governors are fully informed about student progress at individual,Date of issue: September 13 Page 1

The Stourport High School & VIth Form CentreJob Descriptionclass, group and subject level, policies, plans and priorities, the success in meeting objectivesand targets and subject-related improvement plans.• Subject Leaders meet regularly with HOFs and agree plans and targets, reporting back on keyissues at key times and ensuring the HoF is aware of any major success and/or issues forattention.• Subject Leader’s will agree with the HOF the role they play in producing termly reports that goto make up the HOFs SQAD report for the Principal and Governors. This is an up to datesnapshot of progress against plans and targets, areas of strength and success and areas forpriority action. This analysis will form the basis of the faculty and school SEF and school profile.• All Subject Leader’s are entitled to professional development and every effort will be made toprovide relevant InSET within the resources of the school and where relevant to schoolpriorities.Knowledge and UnderstandingSubject Leaders will need to have knowledge and understanding of:• our school's aims, priorities, targets and action plans;• the relationship of the subject to the curriculum as a whole;• any statutory curriculum requirements for their specific areas of responsibility within the facultyand the requirements for assessment, recording and reporting of students' attainment andprogress;• the characteristics of high quality teaching and the main strategies for improving and sustaininghigh standards of teaching, learning and achievement for all students and develop within theirrole;• the role of teachers and managers and how good leadership and good management can impacton improving standards;• the implications of the Code of Practice for Special Educational Needs for teaching andlearning;• how students learn and how teachers can best facilitate learning through planning and anunderstanding of students’ differing learning styles;• the 14-19 curriculum and the changes required to meet student need and the curriculum offer;• how ICT and new technologies can be effectively used and managed to improve studentindependent learning, access and achievement.Planning and Setting ExpectationsSubject Leaders are expected to support the HoF in the following and take specific responsibility forsome aspects of planning and setting expectations as agreed in the detailed job description.• Set expectations and targets for staff and students in relation to standards of studentachievement and the quality of teaching.• Establish a baseline expectation for the faculty in terms of students’ behaviour, achievement,attitude, learning environment, respect, rights, responsibilities and resilience.• Establish a baseline expectation of all staff in terms of professionalism, work ethic, presence,respect for colleagues, students and parents, management of the learning environment,management of student behaviour and achievement.• Work with the SENCo any other staff with Special Educational Needs expertise, to ensure thatindividual education plans are used to set subject specific targets and match work well tostudents' needs.• Establish, with the involvement of relevant staff, short, medium and long term plans for thedevelopment and resourcing of the subject which: contribute to whole-school aims, policies and practices, including those in relation tobehaviour, discipline, bullying and racial harassment;Date of issue: September 13 Page 2

The Stourport High School & VIth Form CentreJob Descriptionare based on a range of comparative information and evidence, including the attainmentof students and the regular monitoring and reporting through the Faculty SEF;identify realistic and challenging targets for improvement;are understood by all those involved in putting the plans into practice;are clear about action to be taken, timescales and criteria for success;are based on empirical evidence collected by the HoF and Subject Leader identifyingareas of strengths and weakness and formulated into the faculty improvement plan.Teaching and Managing Student LearningHOFs will delegate some of the following aspects of teaching and learning to the Subject Leader toensure:• curriculum coverage, continuity and progression in the subject for all students, including thoseof high ability and those with special educational or linguistic needs;• teachers are clear about the teaching of objectives in lessons, understand the sequence ofteaching and learning in the subject, and communicate such information to students;• guidance is provided on the choice of appropriate teaching and learning methods to meet theneeds of the subject and of different students;• effective development of students' literacy, numeracy and information technology skills throughthe subject;• teachers of the subject are aware of its contribution to students' understanding of the duties,opportunities, responsibilities and rights of citizens;• teachers of the subject know how to recognise and deal with racial stereotyping;• effective development of students' individual and collaborative study skills necessary for them tobecome increasingly independent when out of school.• appropriate independent learning plans are drawn up, published and monitored for completion• Whole school curriculum issues, including Every Child Matters, Enterprise and Work RelatedCurriculum and Spiritual Moral Social and Personal Education are considered and addressedwithin the taught curriculum.Assessment, Evaluation & MonitoringSubject Leaders will provide empirical evidence within the faculty and take specific responsibility foraspects of monitoring so that HoFs• Analyse and interpret relevant national, local and school data, research and inspectionevidence, to inform policies, practices, expectations, targets and teaching methods.• Establish and implement clear policies and practices for assessing, recording and reporting onstudent achievement, and for using this information to recognise achievement and to assiststudents in setting targets for further improvement.• Ensure that information about students' achievements in previous classes and schools is usedeffectively to secure good progress in the subject.• Monitor the progress made in achieving subject plans and targets, evaluate the effects onteaching and learning, and use this analysis to guide further improvement.• Evaluate the teaching of the subject in the school, use this analysis to identify effective practiceand areas for improvement and take action to improve further the quality of teaching.• Report to the Line Manager, Principal and Governors on progress through the SQAD and examresults reports.Student AchievementSubject Leaders should be aware of how the HoF will work with all faculty staff toDate of issue: September 13 Page 3

The Stourport High School & VIth Form CentreJob Description• Establish clear targets for student achievement and evaluate progress and achievement by allstudents, including those with exceptional ability and those with special educational needs andlinguistic needs.• Use data effectively to identify students who are underachieving and, where necessary, createand implement effective plans of action to support those students.Relations with Parents and Wider CommunitySubject Leaders are expected to contribute to at least one aspect of the following• Establish a partnership with parents to involve them in their child's learning of the subject, aswell as providing information about curriculum, attainment, progress and targets.• Develop effective links with the local community, including business and industry, in order toextend the subject, enhance teaching and develop the students' wider understanding.• Communicate effectively, orally and in writing with parents, governors, external agencies andthe wider community, including business and industry.Managing Own Performance and Development• Prioritise and manage own time effectively, particularly in relation to balancing the demandsmade by teaching, subject management and involvement in school development.• Achieve challenging professional goals.• Take responsibility for their own professional development.Managing and Developing Staff and Other Adults – under direction of the HoF, takeresponsibility for aspects of:• Helping staff to achieve constructive working relationships with students.• Establishing clear expectations and constructive working relationships among staff, includingthrough team working and mutual support; devolving responsibilities and delegating tasks,appropriate evaluating of practice and developing an acceptance of accountability.• Appraising staff as required by the school policy on Performance Management and use theprocess to develop the personal and professional effectiveness of the teacher.• Leading professional development through example and support, and co-ordinate the provisionof high quality professional development by methods such as coaching or drawing on othersources of expertise as necessary, for example higher education, LEAs and subjectassociations.• Ensuring that trainee and newly qualified teachers are appropriately trained, monitored,supported and assessed in relation to standards for the award of Qualified Teacher Status, theCareer Entry Profiles and standards for induction.• Attending Academic Board meetings and other meetings as outlined in the meetings policy andpractice – as required due to absence.Managing Resources – support the HoF in managing resources so that the HoF may:• Establish staff and resource needs and advise the Principal and leadership group of likelypriorities for expenditure, and allocate available resources with maximum efficiency to meet theobjectives of the school and subject plans and achieve value for money.• Deploy or advise the Principal on the deployment of staff involved in the subject, to ensure thebest use of subject, technical and other expertise.• Ensure the effective and efficient management and organisation of learning resources, includinginformation and communications technology.Date of issue: September 13 Page 4

The Stourport High School & VIth Form CentreJob Description• Maintain existing resources and explore opportunities to develop or incorporate new resourcesfrom a wide range of sources inside and outside the school.• Use accommodation to create an effective and stimulating environment for the teaching andlearning of the subject.• Ensure there is a safe working and learning environment in which risks are properly assessed.Strategic Leadership – support the Principal, Leadership Group and HoFs to:• Create a climate which enables other staff to develop and maintain positive attitudes towardsthe subject and confidence in teaching it.• Develop and implement policies and practices for the subject which reflect the school'scommitment to high achievement, effective teaching and learning.• Ensure that the Principal, leadership group and governors are well informed about subjectpolicies, plans and priorities, the success in meeting objectives and targets, and subject-relatedprofessional development plans.• Establish a clear, shared understanding of the importance and role of the subject in contributingto students' spiritual, moral, cultural, mental and physical development, and in preparingstudents for the opportunities, responsibilities and experiences of adult life.Liaison – to undertake liaison as directed by the HoF:• within school;• with contributory schools and with other high schools;• with parents;• with other institutions such as colleges of further education, local industry etc.Notes:a) The above responsibilities are subject to the general duties and responsibilities contained in themost recent statement of conditions of employment.b) The Governing Body reserves the right to alter the content of this Job Description afterconsultation to reflect changes to the job or services provided, without altering the generalcharacter or level of responsibilityc) The duties described in this Job Description must be carried out in a manner which promotesequality of opportunity, dignity and due respect for all employees and service users and isconsistent with the Council’s Equal Opportunities Policy.Signed (issued by) ………………………………….. Date …………………………………………Signed (received by) ………………………………… Date …………………………………………Date of issue: September 13 Page 5

THE STOURPORT HIGH SCHOOL & VITH FORM CENTREPERSON SPECIFICATIONSUBJECT LEADER – HEAD OF SPANISHATTRIBUTES ESSENTIAL DESIRABLEEducation/qualification Qualified teacher status Evidence of continuing professional development Degree in the subject or closely related subjectGood honours degree or further degreeExperience Ability to teach Spanish to KS5 Ability to offer a 2 nd MFL subject Teaching in a mixed secondary school Evidence of outstanding classroom management Evidence of ability to match job description in allmajor respects Evidence of high professional standards Evidence of contribution to the wider side ofschool life Able and eager to use new technologies Evidence of outstanding subject knowledge Evidence of outstanding exam resultsSubject leadership experienceMentoring/coaching experienceValues Commitment to our school aims Commitment to the development of our Outstanding school A desire to play a part in shaping educational change and raising student achievement Receptiveness to new ideas and a belief in high quality education A love of life, the capacity to enjoy, and the ability to be a positive role model to staff and students Commitment to equality of opportunity & to changing students life chancesMotivation andPersonalityCOMPETENCESWillingness to be fully involved in the schoolextensive curricular & enrichment programmeEnthusiasmInnovationTeam PlayerSense of humourResilienceExcellent health recordAdaptabilityAmbitionWilling to develop Humanities within theschool ethosKnowledge andUnderstandingPlanningTeaching and classmanagementMonitoring,assessment, recording,reporting andaccountabilityOther Professionalrequirementsof the Programmes of Study for KS3, 4, 5Ability to plan teaching to achieve progression in students’ learning, adapting and developingstrategies.Ability to ensure effective teaching & progress of whole classes, groups and individuals so that nostudent under achieves. Familiarity with the Code of Practice on the identification and assessment ofspecial needs.Ability to assess how well learning outcomes have been achieved and use this assessment to improveaspects of teaching.Familiarity with the statutory assessment and reporting requirements and how to prepare and presentinformative reports to parents.A commitment to significant professional development and a contribution to the wider side of schoollife.Date of issue: September 2013 Page 1