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Job description: Curriculum Team Leader in Mathematics Purpose of the post:     

To provide clear, cohesive leadership and direction in teaching and learning in the mathematics subject area To raise standards of student attainment and achievement within the subject area and to monitor and support student progress To be accountable for leading, managing and developing the subject area Under the reasonable direction of the principal, to carry out the professional duties of a school teacher as set out in the Teachers’ Standards 2012 With other CTLs and members of the senior leadership team, to take a lead on the school’s responsibility to provide and monitor opportunities for personal and academic growth

Key tasks: 

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To build and develop a subject specialist team, working to enhance the teaching skills of others through ensuring continued professional growth and career development for staff. To contribute to the strategic development of the school by implementing whole school new initiatives, monitoring and reporting on key outcomes To take responsibility and be accountable for student attainment and achievement in mathematics in all year groups, by tracking student progress and supporting individual students’ learning needs. To take responsibility for the quality of the delivery of mathematics across all year groups through the development and enhancement of the teaching practice of members of the curriculum area To ensure the provision of an appropriately broad, balanced, relevant and differentiated curriculum for students studying mathematics, in accordance with the aims and policies of the NSETC To effectively manage and deploy teaching/support staff, financial and physical resources within the subject area To facilitate and encourage a learning experience which provides students with the opportunity to achieve their individual potential To ensure that SMSC values are actively promoted with students, parents and colleagues, and to be responsible for delivering a PSHE and citizenship programme To contribute to the broader development of students through enrichment and extracurricular activities

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Responsible for:  Mathematics teaching staff, other relevant personnel within the subject area.

Major focus of accountabilities: 

Keep up to date with and observe relevant child protection procedures, in line with Keeping Children Safe (2014) and Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings (updated 2009)

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Outstanding classroom teaching

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Lead the development of appropriate specifications, resources, schemes of work, marking policies, assessment and teaching and learning strategies in the subject area

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Lead curriculum development for the subject area and keep up to date with national developments, responding to curriculum development and initiatives at national, regional and local levels

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Manage, control and ensure effective operation of course provision within the subject area, including effective deployment of staff and physical resources

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Monitor and follow up student progress, maintaining accurate and up to date information on SIMS

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Ensure that staff development needs are identified and that appropriate programmes are designed to meet such needs

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Undertake performance management reviews, including observations, in line with the NSETC appraisal policy

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Make appropriate arrangements for classes when staff are absent, ensuring appropriate cover within the subject area

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Establish common standards of practice within the subject area and develop the effectiveness of teaching and learning styles in all classes within the subject area

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Participate in the interview process for teaching posts when required and ensure effective induction of new staff in line with NSETC procedures

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Make use of analysis and evaluate performance and attendance data within all mathematics teaching groups to identify and take appropriate action on issues arising; setting deadlines where necessary and reviewing progress on the action taken

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Produce reports within the quality assurance cycle for the subject area

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Provide the governing body with relevant information relating to the subject area’s performance and development when required

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Lead on the maintenance of effective discipline within the subject area in accordance with school policies and procedures, supporting colleagues to resolve issues effectively through the student disciplinary and welfare policies

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Ensure that all teachers in the subject area demonstrate good practice in the classes taught with regard to attendance, appearance, dress standards, punctuality, behaviour, homework and maintenance of a busy and effective learning environment

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Ensure the application of the departmental and school homework policy within the subject area which includes setting and marking of homework and monitoring homework diaries

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Work closely with and consult those CTLs who are responsible for other curriculum areas, ensuring continuity and progression for students, attending pastoral, parents’ and whole staff meetings, and leading regular subject area team meetings

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Ensure that all subject area staff keep an electronic register of attendance for all groups taught and tutored and ensure its timely completion in line with NSTEC policy

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Observe relevant health and safety regulations as they relate to your teaching and supervision responsibilities, including the Health & Safety at Work Act 1974 and the NSETC’s health & safety procedures

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Interview and give guidance to potential students; assist with the enrolment, preenrolment counselling and identification of applicant requirements

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Support and guide students in their progression to further and higher education and to employment

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Be proactive in marketing/liaising with local schools and employers with the objective of improving the programmes and forging partnership links

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Lead on and participate in programme and school activities as appropriate, including parents’ evenings, career events, open days and other publicity and public relations events

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With other CTL colleagues and members of SLT, lead on in-service training for staff both within the subject area and across school

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Be prepared to operate on a flexible year as required; members of the academic staff will normally be expected to work not more than two evenings per week on average

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Undertake such duties as may be reasonably required commensurate with the grade of the appointment.

Salary NSETC main pay scale: £22,863 to £33,132 per annum NSETC strategic responsibility pay scale: £34,722 - £38,025 per annum NSETC TLR: £5,000 - £7,000 dependent on experience

Conditions of Service The NSETC standard Contract of Service applies: 

Term time only, plus 8 days (to include 6 days from the publication of GCSE results in August)

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All statutory bank holidays to be observed

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Working hours 8.30 – 5.00 Monday to Thursday; 8.30 – 4.30 Friday, with contact time and PPA proportionate within this timeframe.

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PERSON SPECIFICATION: Curriculum Team Leader Safeguarding: The NSETC is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment. As the responsibilities of this post are defined as regulated activity, the person appointed is required to have an enhanced DBS check with barred list information, and an additional check to ensure that they are not prohibited from teaching.

A degree, or professional qualification, which is appropriate to the work A teaching qualification

ESSENTIAL √ √

Experience of recent teaching across the age and ability range up to and including sixth form Proven track record of excellent pupil progress and achievement at examination level Recent experience of holding an area of responsibility within a maths department Experience of strategic planning and implementing whole school initiatives Understanding of how to use data to inform improvement and raise student performance Knowledge and experience of current teaching and learning strategies Competence in IT

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Highly motivated

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Excellent organisational skills

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Excellent interpersonal skills

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Ability to work as part of a team

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Recent experience of leading a curriculum team, or part of a team

DESIRABLE

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Experience of leading performance management within your subject area Recent training and/or experience in lesson carrying out lesson observations Excellent communication skills Setting and achieving high standards for yourself and your students Promoting a culture of involvement, listening and responsiveness to students needs Ability to make a positive contribution to the wider life and ethos of the school

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TEACHING STANDARDS 2012 Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: TEACHING A teacher must: 1 Set high expectations which inspire, motivate and challenge pupils  establish a safe and stimulating environment for pupils, rooted in mutual respect  set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions  demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2 Promote good progress and outcomes by pupils  be accountable for pupils’ attainment, progress and outcomes  be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these  guide pupils to reflect on the progress they have made and their emerging needs  demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching  encourage pupils to take a responsible and conscientious attitude to their own work and study. 3 Demonstrate good subject and curriculum knowledge  have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings  demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship  demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject  if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics  if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

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4 Plan and teach well structured lessons  impart knowledge and develop understanding through effective use of lesson time  promote a love of learning and children’s intellectual curiosity  set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired  reflect systematically on the effectiveness of lessons and approaches to teaching  contribute to the design and provision of an engaging curriculum within the relevant subject area(s). 5 Adapt teaching to respond to the strengths and needs of all pupils  know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively  have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these  demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development  have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6 Make accurate and productive use of assessment  know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements  make use of formative and summative assessment to secure pupils’ progress  use relevant data to monitor progress, set targets, and plan subsequent lessons  give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 7 Manage behaviour effectively to ensure a good and safe learning environment  have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy  have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly  manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them  maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

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8 Fulfil wider professional responsibilities  make a positive contribution to the wider life and ethos of the school  develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support  deploy support staff effectively  take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues  communicate effectively with parents with regard to pupils’ achievements and wellbeing.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.  Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position - having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions - showing tolerance of and respect for the rights of others - not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs - ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. 

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

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Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.