Class Teacher for Pupils with Moderate to Severe SEND

Plan,

implement, assess and review learning opportunities for a class group, ensuring

pupils make good progress. The Teacher

will deliver a high-quality curriculum that is bespoke to Parkwood Hall. The teacher

will: Fulfil the professional responsibilities of

a teacher, as set out in the School Teachers’ Pay and Conditions Document

Meet the expectations set out in the Teachers’

Standards

Teaching and Learning

Be an excellent

teacher.

Be able to work

with pupils with a range of complex and severe needs.

Be able to

promote pupil independence and preparing for adulthood.

A

good understanding of how children learn Ability

to adapt teaching to meet pupils’ needs Ability

to build effective working relationships with pupils Plan

and teach well-structured lessons to assigned classes, following the school’s

plans, curriculum and schemes of work Assess,

monitor, record and report on the learning needs, progress and achievements

of assigned pupils, making accurate and productive use of assessment Adapt

teaching to respond to the strengths and needs of pupils Set

high expectations which inspire, motivate and challenge pupils Promote

good progress and outcomes by pupils Demonstrate

good subject and curriculum knowledge

Support pupil

transition including the development of highly effective induction and

exit arrangements.

Promote high

standards of behaviour through adopting a Positive Behaviour Support

approach and support the development of appropriate behaviours for

learning.

Skills &

Abilities:

Evidence

of effective classroom practice with pupils with profound, severe and complex

needs. Able

to demonstrate the ability to use technology to support pupil’s learning and

for administration purposes. Awareness

of successful strategies to support pupil communication through early

literacy, numeracy and personal development. Experience

in assessment for learning. An

empathetic colleague who identifies the need for support and then takes

discreet but appropriate action. A

high level of commitment to school development, improvement and inclusive

practice. The

ability to set clear expectations and parameters and hold others accountable

for performance. Ability

to use data to analyse pupil progress. The

ability to build and manage relationships constructively with a wide range of

pupils, adults and professionals. Very

well-developed personal organisation skills in order to meet the many and

varied elements of the role. The

ability to lead and work as a member of a team in a variety of roles. Emotional

maturity and resilience. Consistency

under pressure. Ability

to use authority and able to respond appropriately.