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▪ Have high expectations of children and a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.
▪ Demonstrate the values, attributes and behaviour you expect from children.
▪ Be aware of the professional duties of teachers and the statutory framework within which they work.
▪ Be aware of the policies and practices of the school and share collective responsibility for their implementation.
▪ Communicate effectively with children, young people, colleagues, parents and careers.
▪ Recognise and respect that the colleagues, parents and careers can make to the development and wellbeing of children and young people and to raising their levels of attainment.
▪ Have a commitment to collaboration and cooperative working with colleagues.
▪ Reflect on and improve their practice; take responsibility for identifying and meeting their professional development needs.
▪ 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.
Professional Knowledge and Understanding
▪ Have a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential.
▪Know the assessment requirements and arrangements for the subjects/curriculum areasthey are trained to teach, including those relating to public examinations and qualifications.
▪Be informed of a range of approaches to assessment, including the importance of formativeassessment.
▪To follow assessment guidance set out in the whole school assessment policy.
▪Know how to use local and national statistical information to evaluate the effectiveness oftheir teaching, to monitor the progress of those they teach and to raise levels ofattainment.
▪Have a secure knowledge and understanding of curriculum areas to enable you to teacheffectively across the age and ability range for which you are trained to teach.
▪Know and understand the relevant statutory and non-statutory curricula frameworks,including those provided through the National Strategies, for your curriculum areas (alltaught areas), and other relevant initiatives across the age and ability range for which youare trained to teach.
▪Know how to use skills in literacy, numeracy and ICT to support your teaching and widerprofessional activities e.g. planning and assessment.
▪Understand how children develop and that the progress and well-being of learners areaffected by a range of developmental, social, religious, ethnic, cultural and linguisticinfluences.
▪Know how to make effective personalised provision for the children you teach includingthose for who English is an additional language.
▪Know and understand the roles of colleagues with specific responsibilities, including thosewith responsibilities for learners with SEN and disabilities and other individual learningneeds.
▪Be aware of current legal requirements and policy concerning the well being of children.
▪Know how to identify and support children whose progress, development or well-beingis affected by changes or difficulties in their personal circumstances, and when to referthem to colleagues for specialist support.
▪Assess the learning of those you teach and set challenging learning objectives.
▪Plan and teach lessons and sequences of lessons that are well organised, demonstratingsecure subject knowledge relevant to curricula across the age and ability range for whichyou are trained.
▪Use a range of teaching strategies and resources including e-learning.
▪Provide opportunities for learners to develop their literacy, numeracy and ICT skills
▪Provide homework to sustain learner’s progress and consolidate their learning.
▪Make effective use of a range of assessment, monitoring and recording strategies.
▪Provide daily, accurate and constructive feed back on learner’s attainment, progress andareas for development.
▪Support and guide learners to reflect on their learning, identify progress they have madeand identify their emerging learning needs.
▪Establish a purposeful and safe learning environment conductive to learning and identifyopportunities for learners to learn in and out of school contexts.
▪Establish a clear framework for classroom discipline to manage learners’ behaviourconstructively and promote their self-control and independence.
▪Work as a team member and identify opportunities for working with colleagues, sharingthe development of effective practice with them.
▪Ensure colleagues (e.g. Teaching Assistants) working with you, are appropriately involvedin supporting learning and understand the roles they are expected to fulfil.
▪Advising and co-operating with staff on the preparation and delivery of courses of study,teaching materials and programmes, methods of teaching and assessments and pastoralarrangements.
▪Participating in arrangements for further training and professional development, includingundertaking personal training and professional development identified throughperformance management.
▪Safeguarding children’s H&S in school and on authorized school activities elsewhere.
▪Other responsible duties as directed by the Head of Juniors.
to complete the online application.