Teacher of Science

Beacon Campus

Teacher of Science

INS1 - UPS3

(Dependent on experience)

Start Date: January 2020

This is an outstanding school. “Exemplary behaviour, mutual respect and a highly inclusive culture are key contributory factors’ (Ofsted 2012)

We are seeking to appoint a dynamic and inspirational teacher who is ambitious and has a real passion for their subject.

The Trust is committed to safeguarding and promoting the welfare of young people and expects all members of staff to share this commitment. The below documents must be read prior to applying for this role and will be factored into interviews:

• Keeping Children Safe in Education
• BMAT – Safeguarding and Child Protection Policy

You will be subject to an enhanced DBS (Disclosure & Barring Service) check.

An application form can be found at www.beaconacademytrust.co.uk

Please note we will not consider your application unless it is completed on the BMAT application form. If you have any queries regarding the job, please contact the HR Team. Please note the Trust reserves the right to close or extend this advert, therefore we would urge candidates to apply as soon as possible.

Teacher of Science: ROLE PROFILE

General duties and responsibilities

Teaching and Learning. All teachers should:

• Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners.

Assessment and monitoring. All teachers should:

• Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications.
• Know a range of approaches to assessment, including the importance of formative assessment.
• Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.
• Use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback, including action plans for improvement.

Subjects and curriculum. All teachers should:

• Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy including: the contribution that their subject/curriculum areas can make to cross-curricular learning; and recent relevant developments.
• Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas and other relevant initiatives across the age and ability range they teach.

Achievement and diversity. All teachers should:

• Understand how children and young people develop affected by a range of influences; social, religious, ethnic, cultural and linguistic.
• Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities; promote equality and inclusion in their teaching.
• Understand the roles of colleagues such as those having specific responsibilities for learners with special educational needs, disabilities and other individual learning needs, and the contributions they can make to the learning, development and well-being of children and young people.

Teachers must meet all of the requirements in the Teachers’ Standards.

The above-mentioned duties are neither exclusive nor exhaustive, duties and responsibilities of the post may change over time and requirements and circumstances change. 

Desirable Role Criteria

• Qualified Teacher Status

Essential Role Criteria

• Degree
• Demonstrates successful practice as a teacher in a secondary school – qualified or as a trainee

Essential Professional attributes

• Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them
• Hold positive values and attitudes and adopt high standards of behaviour in their professional role

Essential Frameworks

• Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including promoting equality of opportunity

Essential Communicating and working with others

• Communicate effectively with children, young people and colleagues.
• Communicate effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being
• Recognise that communication is a two-way process and encourage parents and carers to participate in discussions 
• Recognise and respect 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
• Have a commitment to collaboration and co-operative working where appropriate

Essential Personal Professional development

• Evaluate their performance and be committed to improving their practice through appropriate professional development
• Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified
• Act upon advice and feedback and be open to coaching and mentoring

Essential Team working and collaboration

• Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them
• Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfill

Essential Health and well-being

• Know the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people
• Know how to identify potential child abuse or neglect and follow safeguarding procedures
• Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties, and refer them to colleagues for specialist support
• Essential Success and Effects
• Effective time management
• Take responsibility for their own professional development
• enthusiasm

Essential Commitments. Demonstrates the commitment to:

• safeguarding and promoting the welfare of young people
• maintaining appropriate relationships and personal boundaries with children and young people
• a professional attitude to the use of authority and maintaining good behaviour.