Aureus School is a brand new, state of the art STEAM specialist comprehensive 11-16 school that opened on the Great Western Park, Didcot, in September 2017. Our mission is simple: we will strive to educate the whole student so that each individual in our community may ‘Grow, Learn and Flourish. We are looking to expand our team and are seeking a Computing Lead Practitioner for September 2019.
- To contribute to the leadership of whole school learning and teaching at Aureus School and through the outreach programme in local primary schools
- To participate in the coaching programme
- To contribute to the development plan and its implementation
- To help deliver the extensive programme of CPD opportunities
- To contribute to the school-wide planning activities
- To follow the school policies and procedures
- To assist in the development of appropriate syllabi, resources, schemes of work, marking policies and teaching strategies
- Teaching and Learning Responsibilities:
- To teach students differentiated to their educational needs, including the setting and marking of all class work.
- To assess, record and report on the attendance, progress, development and attainment of students and to keep such records as are required.
- To provide, or contribute to, oral and written assessments, reports and references relating to individual students and groups of students.
- To ensure that ICT, Literacy, Numeracy and school subject specialism(s) are reflected in the teaching/learning experience of students.
- To undertake a designated programme of teaching.
- To ensure a high quality learning experience for students, which meets internal and external quality standards.
- To prepare and update subject materials.
- To use a variety of delivery methods which will stimulate learning appropriate to students’ needs and demands of the specifications.
- To maintain discipline in accordance with the school procedures, and to encourage good practice with regard to punctuality, behaviour, standards of work.
- To undertake assessment of students as requested by external examination bodies, curriculum areas and school procedures.
- To mark, grade and give written/verbal and diagnostic feedback as required.
- To be a Coach to an assigned group of students.
- To promote the general progress and well-being of individual students and the Coaching Group as a whole.
- To liaise with the relevant Faculty Leader to ensure the implementation of the student support system.
- To register students, accompany them to assemblies, encourage their full attendance at all lessons and their participation in other aspects of school life.
- To evaluate and monitor the progress of students and keep up-to-date student records as may be required.
- To contribute to the preparation of action plans and other reports as required.
- To alert the appropriate staff to problems experienced by students.
- To communicate as appropriate, with the parents of students and with persons or bodies outside the school concerned with the welfare of individual students, after consultation with the appropriate staff.
- To contribute to PSHE and citizenship and enterprise according to school policy.
- To apply the Behaviour for Learning policy so that effective learning can take place.
Monitoring and Reporting:
- To maintain appropriate records and to provide relevant accurate and up-to-date information for SIMs, registers, etc.
- To complete the relevant documentation to assist in the tracking of students.
- To track student progress and use information to inform learning and teaching.
- Team Leadership:
- To take part in the staff development programme by participating in arrangements for further training and professional development.
- To continue personal development in the relevant areas including subject knowledge and teaching methods.
- To engage actively in the Performance Management process.
- To ensure the effective/efficient deployment of classroom support.
- To work as a member of a designated team and to contribute positively to effective working relations within the school.
Curriculum Development & Design:
To assist the Senior Team to ensure that the curriculum area provides a range of teaching which complements the school's strategic objectives.
To assist in the process of curriculum development and change so as to ensure the continued relevance to the needs of students, examining and awarding bodies and the school’s strategic direction.
Leading professional learning groups
Support other teachers in classroom organisation and teaching methods
Provide model lessons
Share good practice based on educational research
Producing high quality teaching materials
Advise on professional development
Establish professional learning teams in schools
Support performance management of other teachers
Coach and mentor teachers experiencing difficulties
Contribute to the induction and mentoring of newly/ recently qualified teachers
Participate in initial teacher training
All teachers and aspiring or accredited lead practitioners will be line managed by a Senior Leader
GLF Schools expects its employees to work flexibly with the framework of the duties and responsibilities above. This means that the post holder may be expected to carry out work that is not specified in the job profile but which is within the remit of the duties and responsibilities.
· We are committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment. The successful candidate will have to meet the person specification and will be required to apply for a DBS disclosure.
· We are passionate about creating a culture of wellbeing where all staff and students are valued and supported so that we can all ‘grow, learn and flourish’.
· We particularly welcome applicants from under- represented groups including ethnicity, gender, transgender, age, disability, sexual orientation or religion.
· We are open to applications from educators seeking flexible roles including part-time, job share and co-leadership responsibilities.
Application Deadline: 22/04/2019