High Seaton, Workington, Cumbria, CA14 1NP

01900 66982

admin@seatonacademy.co.uk

“Educating our children with the skills they need to live fullfilling lives.”

TEACHER: PERSON SPECIFICATION

Qualifications

Essential

Desirable

1.        Qualified teacher status

 

a)      Commitment to continuing professional development activities

Professional Attributes

Essential

Desirable

1.        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.

2.       Hold positive values and attitudes and adopt high standards of behaviour in their professional role.

3.       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 those designed to promote equality of opportunity.

4.       Communicate effectively with children and young people and colleagues.

5.       Communicate effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being.

6.       Have a commitment to collaboration and co-operative working where appropriate.

7.       Evaluate their performance and be committed to improving their practice through appropriate professional development.

8.       Act upon advice and feedback and be open to coaching and mentoring

a)      Contribute significantly, where appropriate, to implementing workplace policies and practice and to promoting collective responsibility for their implementation.

Professional Knowledge and Understanding

Essential

Desirable

1.        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 to achieve their potential.

2.       Know the assessment requirements and arrangements for EYFS

3.       Know a range of approaches to assessment, including the importance of formative assessment

4.       Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.

5.       Know the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and children and young people.

6.       Know the local arrangements concerning the safeguarding of children and children and young people

 

a)      Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential.

b)      Have an extensive knowledge and well-informed understanding of the assessment requirements and arrangements EYFS

c)      Have sufficient depth of knowledge and experience to be able to give advice on the development and well-being of children and children and young people.

Professional Skills

Essential

Desirable

1.        Plan for progression across the Early Years age and ability range, designing effective learning sequences within lessons and across series of lessons informed by secure subject and curriculum knowledge

2.       Use an appropriate range of teaching strategies and resources, including e-learning, which meet learners’ needs

3.       Build on the prior knowledge and attainment of those they teach in order that learners meet learning objectives and make sustained progress.

4.       Teach engaging and motivating lessons informed by well grounded expectation of learners and designed to raise levels of attainment

5.       Make effective use of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment

6.       Provide timely, accurate and effective feedback on learners’ attainment, progress and areas for development

7.       Review the effectiveness of their teaching and its impact on learners’ progress, attainment and well-being, refining their approaches where necessary.

8.       Establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well being of children and children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the school.

 

a)      Be flexible, creative and adept at designing learning sequences within lessons and across lessons that are effective and consistently well-matched to learning objectives and the needs of learners and which integrate recent developments.

b)      Have teaching skills which lead to learners achieving well relative to their prior attainment, aiming to make progress better than, similar learners nationally

c)      Promote collaboration and work effectively as a team member.