Job Description: Higher Learning Leader

Subject: English

Strategy Area: Standards and Excellence

Generic responsibilities of the Higher Learning Leader

§ To support the Strategic Leader in implementing the aims and objectives of the Strategy

§ To be responsible for aspects of quality assurance, including lesson observations, monitoring of work, schemes of work and lesson planning

§ To develop and implement policies and programmes

§ To lead and develop staff training and development

§ To be accountable for reporting, monitoring, evaluation and review procedures as required by the Strategic Leader

§ To capitalise on the full range of learning and teaching expertise across the School

§ To co-ordinate the development of high quality specialist teaching and ensure the development of subject specific knowledge

§ To act as performance management team leader

§ To carry out research

§ To give guidance and support within the school’s discipline system to colleagues in creating positive, learning focussed classrooms

Specific focus: Key Stage 3 English and Standards at Key Stage 3

Lead and Effect:

· The interpretation of standards at Key Stage 3, giving information to staff to support planning for learning and intervention

· All aspects of Key Stage 3 English provision

Tasks

·     Work closely with the Subject Leader to improve progress and achievement in English

·     Ensure KS3 schemes of work comply with the new curriculum and take advantage of the flexibility that it encourages

·     Examine KS2-3 data and arranging extra support for pupils who have not achieved a level 4 for either reading or writing. This will involve liaison with the HLTA and the SENCO.

·     Monitor the progress made by these pupils, giving feedback to pupils, staff and parents.

·     Develop the assessment of KS3 pupils, which will involve deciding on common tasks for moderated assessments, checking that these are in place, issuing reminders and overseeing the moderation.

·     Lead the development of APP in English

·     Monitor the input of data on the centralised data sheets

·     Implement  intervention strategies to help those who are under-achieving.

· Put in place a reward system for pupils who make good progress, especially where this is beyond their targets.

·     Interpret end of KS3 data.

·     Produce set groupings for students moving from year 8 to year 9

· Produce a report at each ARRA point detailing areas of underachievement, presented to SLT and to subject areas. There are two assessment points for each year group across the academic year – i.e. six in total.

· To take action to improve teaching and learning across the school based on the findings of the KS3 assessment results.

Outcome

· All staff issued with report which gives details of KS3 student progress after each ARRA point in the academic year

· Evidence in reports on student progress of the impact and effectiveness of intervention strategies

Standard Generic Responsibilities

Teaching

§ Planning and preparing courses and lessons

§ Teaching the students assigned, according to their educational need, including the setting and marking of work carried out by the student in school and elsewhere

§ Assessing, recording and reporting on the development, progress and attainment of students

Other activities

§ Promoting the general progress and well-being of individual students and any class or group of students assigned

§ Providing advice and guidance to students on educational and social matters, and on their further education and future careers, including information about sources of more expert advice on specific questions; making relevant records and reports

§ Making records and reports on the personal and social needs of students

§ Communicating and consulting with the parents of students

§ Communicating and co-operating with persons or bodies outside the school

§ Participating in meetings arranged for any of the purposes described above

Assessments and reports

§ Providing or contributing to oral and written assessments, reports and references relating to individual students and groups of students

Appraisal

§ Participating in arrangements for the appraisal of the teacher’s own performance and that of others

Review, induction, further training and development

§ Reviewing methods of teaching and programmes of work

§ Participating in arrangements for further training and professional development as a teacher, including undertaking training and professional development which aim to meet needs identified in appraisal objectives or in appraisal statements

§ When serving an induction period, participating in arrangements for supervision and training under Induction Regulations

Educational methods

§ Advising and co-operating with the head teacher and other teachers on the preparation and development of courses of study, teaching materials, teaching programmes, methods of teaching and assessment and pastoral arrangements

Discipline, health and safety

§ Maintaining good order and discipline among the students and safeguarding their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere

Staff Meetings

§ Participating in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements

Rarely Cover

§ In exceptional circumstances supervising, and so far as is practical, teaching any students whose teacher is not available to teach them.

External examinations

§ Participating in arrangement s for preparing students for external examinations, assessing students for the purposes of such examinations and recording and reporting such assessments; participating in arrangements for students presentation for, and conducting, such examinations (not including invigilation)

Management

§ Contributing to the selection for appointment and professional development of other teachers and support staff, including the induction and assessment of new teachers and teachers serving induction periods under the Induction Regulations

§ Assisting the head teacher in carrying out threshold assessments of other teachers for whom the teacher has responsibility

§ Co-ordinating and managing the work of other staff

§ Taking such part as may be required in the review, development and management of activities relating to the curriculum, organisation and pastoral functions of the school

Administration

§ Participating in administrative and organisational tasks related to the duties as described above, including the direction or supervision of persons providing support for the teachers in the school

§ Attending assemblies, registering the attendance of students and supervising students, whether these duties are before, during or after school sessions

Note: a teacher should not routinely undertake tasks of a clerical or administrative nature which do not call for the exercise of a teacher’s professional skills and judgement

In additional, any directions which may be reasonably assigned by the head teacher