Description
ISP Teacher of KS1 and KS2 Role Profile
Purpose of Role
To be a dynamic and enthusiastic primary teacher and be able to contribute to the development of schemes of work in the areas of Maths, English and Theme within our Primary Department. Effective planning and the delivery of stimulating and engaging lessons is paramount in order to clearly establish high standards for progress, encourage, and support pupils towards achieving their own individual goals. You should be a strong team player with a practical and flexible approach to problem solving and shows a keenness to play a central role in the continuing development and improvement of our primary school.
Role Specific Duties
* To be responsible for the teaching of all subjects in the KS1 or KS2 class group
* To work effectively with specialist staff to ensure clear expectations are set in each class
* To ensure that the class and Key stage is adequately resourced to meet pupil needs and curriculum requirements
* To create an inspiring learning environment for all pupils
* To produce, enhance and constantly develop learning schemes for your year group and collaborate in learning design for your phase
* To be available to teach other year groups if required
Job Grade specific to role
Grade 5
ISP Principles
* Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.
* Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well‑being of self and others.
* Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
* Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
* Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
ISP Teacher KS1 and KS2 Key Responsibilities
* Adhere to global ISP Principles and follow the criteria set out in the ISP Teacher Role Profile.
* Under the reasonable direction of the Headteacher and her Senior Leadership Team, carry out the professional duties of a school teacher as set out in the current UK Teachers’ standards document: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1040274/Teachers__Standards_Dec_2021.pdf
* Be accountable for leading, managing and developing teaching and learning in your key stage in line with age‑related curriculum objectives and school policies.
* This post receives 20% of the teaching timetable as PPA time (16/80 periods of 20 minutes) during which staff may be asked to cover for absences when needed.
* Additional time to lead a subject area subject to further negotiation.
ISP Teacher Role Profile Key Responsibilities
* Atmosphere: You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere. Your students feel confident in having open and honest conversations about their learning and how they can get better. You create a positive atmosphere by building relationships, behaviours, and inclusive learning experiences that support a good struggle for all your learners. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better.
* Shared Ideas: You know and model your school’s values and contribute to its mission and vision through your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared behaviours and purpose for learners and their learning.
* A Focus on Learners and Learning: You put learners and their learning first. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support a good struggle for all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self‑evaluation. You are an active and valued member of dynamic learning communities.
* Learning and Teaching: You put learners and their learning first in your design and facilitation of learning outcomes, content and experiences, which are underpinned by positive and supportive relationships. You understand the types and phases of learning and apply your knowledge, skills and understanding of these to effectively facilitate learning, teaching and assessing to meet the personalised needs of each student. You empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in response to feedback. You continuously inquire into the process of learning, making evidence‑informed decisions and taking action to further improve learning and teaching.
* Evidence of Learning: You gather, document and analyse evidence of learning from various sources and use this to identify targets and action steps for improving learning. You support students in knowing the different ways their learning can be evidenced and how to use feedback and learning advice to get better. Evidence enables you to make secure judgments about your students’ learning in line with their personal learning goals, age and stage appropriate expectations, and local, national and international benchmarking. You document and share evidence of learning to answer the questions: “What are my students learning?” and “How do I know?”.
* Leadership for Learning: You see yourself as a leader for learning and demonstrate the same vision, values and commitment as school leaders to support students to continuously learn and get better. You take responsibility for where students are now with their learning and the targets and action steps needed to improve. You support students to become leaders of their own learning by helping them develop their voice, choice and ownership of their learning process.
* Learning Spaces: You create and use spaces to support and demonstrate the school’s shared ideas about learners and learning and the ways in which students are getting better. You ensure learning spaces (physical and digital) are safe, collaborative, accessible and inclusive, and enable students to play an active role in their development.
* In Partnership with Parents and Carers: You work in partnership with parents and carers, communicating with them regularly about their child’s learning, inviting their feedback and using this feedback to improve learning. You help parents and carers understand the school’s shared ideas about learners and learning in ways that help them to engage confidently when talking about what their child is getting better at, what their next steps are, and how they will be supported at home. You ensure that the individual needs of parents and carers are understood and that they feel informed and involved as valued members of the school’s learning community.
* Learning Improvement Planning: You are committed to learning and getting better and ensure this improvement happens strategically and effectively. You are active and accountable for your contribution in setting your own professional goals, targets and action steps that focus on improving learning and gathering evidence to demonstrate these. You contribute to department and school improvement planning where possible and view the school’s learning improvement plan as the central focus for getting better together.
Strategic Responsibilities
* Be responsible for supporting other members of staff to develop their expertise in planning and teaching in your curriculum area.
* Record, analyse and interpret data, in partnership with the Senior Leadership Team, in order to set targets to raise levels of achievement and take action as appropriate within your own subject area.
* Take responsibility for aspects of learning development in your year group and Key Stage. Contributing towards a whole school Learning Improvement Process (LIP) and to the elaboration of an annual School Improvement Plan (SIP) by producing subject specific policies and action plan.
Teaching Responsibilities
* Effective planning, teaching and class Management, to teach within the Primary department by planning their teaching to achieve progression of learning through: Identifying clear teaching objectives and specifying how they will be taught and assessed; Setting engaging tasks which challenge pupils and ensure high levels of interest; Establishing high expectations of all pupils; Providing regular verbal and written feedback and setting clear targets, building on prior attainment and encouraging reflection to improve learning; Identifying SEN or very able pupils and ensuring their needs are met and that learning tasks are differentiated accordingly; Providing clear structures for lessons setting clear objectives and maintaining pace, motivation and challenge; Making effective use of assessment and ensure coverage of topics and both termly and yearly objectives; Ensuring a range of teaching strategies are used to maximise the quality and quantity of learning which takes place in the classroom; Monitoring and intervening to ensure effective learning and high standards of behaviour; Ensuring pupils both acquire new learning and are given ample opportunities to consolidate knowledge, skills and understanding appropriate to the subject taught; Evaluating their own teaching critically to improve effectiveness and encourage pupils to reflect and feedback on their learning experience in each subject.
Monitoring, Assessment, Recording, Reporting
* Assess how well learning objectives have been achieved and use them to improve specific aspects of teaching.
* Regularly review and correct pupils’ work and set targets for progress.
* Assess and record pupils’ progress systematically and keep records to check work is understood and completed in order to monitor individual progress and inform future planning.
* Develop and apply clear criteria to when awarding grades and attainment levels to pupils.
* Carefully prepare and record data to be included in pupil progress reports and to present to parents when required at formal parent consultations and in any other meetings arranged to address academic issues.
Pastoral Care
* Effectively attend to the pastoral needs of their allocated class group.
* Be the first point of contact for parents, managing any concerns or issues raised in a timely manner.
* Monitor the welfare and general well‑being of each member of the class.
* Carry out termly reviews and set targets to improve progress.
* Address any pupil concerns raised by other teachers.
* Promote the school values and encourage and ensure compliance to school rules.
* Accurately record attendance and punctuality data and report any concerns to the Key Stage Leader/Primary Head.
* Prepare and deliver the PSHE curriculum as directed.
* Help to plan and participate in class assemblies during the school year.
Operational Responsibilities
* Adhere to and promote school policies and procedures, e.g. Behaviour for Learning, Anti‑bullying, Health & Safety, Safeguarding etc.
* Work with fellow members of staff by sharing ideas on good practice.
* Keep up to date with developments in teaching practice and methodology.
* Share playground and lunchtime duties and responsibilities with other members of the team.
* Participate in continued professional development.
* Be an active member of the school community to support its vision, school values and its dedication to constantly “getting better” and promoting amazing learning opportunities.
Skills, Qualifications and Experience
Essential
* Qualified Teacher Status (PGCE or BEd or equivalent)
* Degree level education or an equivalent professional qualification
Knowledge, Skills and Competencies
Essential
* A real passion for teaching and a desire to constantly improve their pupils’ learning experience.
* Thorough knowledge of the Primary Curriculum in Key stages 1 and 2.
* Knowledge of a wide range of strategies to engage pupils and cater for a wide range of learning needs.
* A willingness to be flexible and adapt to the ever‑changing needs of the school and its pupils.
* Enthusiasm and commitment to the successful development of the Primary department.
Person Specification
The Person Specification is related to the requirements of the post as determined by the Job Description. Short listing is carried out on the basis of how well you meet the requirements of the Person Specification. You should refer to these requirements when completing your application. Short listed candidates will be required at interview to complete a variety of activities directly related to the Person Specification, forming an evidence base for the appointment.
ISP Core Competencies
1. Cognitive
* Curious and Agile: Learns by questioning, exploring and investigating, self‑motivated; develops goals, monitors progress and adapts plans as necessary, comfortable with uncertainty and ambiguity; stays engaged and curious and effectively balances patience and action, open‑minded; willing to try and test ideas, challenges traditional methods and ways of thinking and encourages new perspectives.
* Creative Problem‑Solver: Tackles challenges in an organised and systematic way and finds solutions, resourceful and imaginative, sees problems as opportunities to explore alternatives and possibilities, uses logic to break complex problems down into manageable components, interprets and evaluates data and evidence to classify information and recognise patterns and relationships, leverages data and information as critical components in decision‑making.
2. Interpersonal
* Empathetic and emotionally intelligent: Excels in teamwork and building relationships, motivated and encourages others by sharing positive feedback and recognising their contributions, understands and respects others’ views, beliefs and feelings, building trust and rapport, self‑reflects to understand how their actions and behaviour affect others, manages and self‑regulates their emotions.
* Collaborative & Communicative: Communicates openly, honestly and professionally, actively listens and encourages contributions, values others’ inputs and ideas, adapts their style, tone and approach according to others’ need, shares relevant knowledge, ideas and information with others, handles conflict and disagreements constructively, facilitating dialogue, understanding and resolution.
3. Self‑Leadership
* Amazing Learner: Manages their own personal development, focusing on continuous learning and getting better, humble, self‑aware and open about their own areas for growth, seeks out, welcomes and acts on feedback, understands the internal and external factors affecting their learning and takes ownership for mitigating these, and an agile learner who makes connections between experiences and is able to unlearn when new solutions are required.
* Resilient: Practices self‑care and encourages others to do the same, organises themselves and their time and resources well to effectively manage challenges and stressors, understands their own emotions and triggers and follows healthy habits to help manage challenges and stress, uses inner strength when times are challenging or when working outside of their comfort zone, recovers positively from setbacks, using them as an opportunity to learn and grow.
4. Digital
* Technologically Literate: Uses technology in an ethical way, following cybersecurity and data protection best practice, communicates clearly and respectfully across digital and virtual channels, possesses strong functional skills, using technology effectively to support them in their role, understands different digital tools and systems, selecting and using the appropriate solution for specific purposes, keeps up with change, adapting to and embracing new technologies.
5. Global
* Values Driven: Role models ISP Principles, understands their responsibilities and the impact and influence they have, demonstrates a multi‑cultural mindset and respects the different values, behaviours, attitudes and practices across cultures, prioritises wellbeing, inclusion and belonging and is caring, considerate and supportive of others, considers the environmental and social impact of their actions and finds a way to minimise these.
ISP Commitment to Safeguarding Principles
ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.
ISP Commitment to Diversity, Equity, Inclusion, and Belonging
ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high‑performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio‑economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.
Please note
Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. This job description is current at the date below but will be reviewed on an annual basis and following consultation with you, may be changed to reflect or anticipate changes in the job requirements which are commensurate with the job title and grade.
Our school follows the guidelines set out in the Collective Labour Agreement for private schools following the General Education System or for non‑subsidised state approved education.
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