Person Specification Teacher

PERSON SPECIFICATION – CLASSROOM PRACTITIONER

General Skills and Qualities

1. Develop a range of classroom teaching skills to provide quality education for the children or evidence of the potential for their development.

2. Develop the ability to plan for a class’s individual needs within the context of the overall policies and schemes of work.

3. Develop an understanding of the purpose and role of planning, assessment and evaluation.

4. Develop the ability to set high expectations and an understanding of the educational, emotional and social needs of young children.

5. Judgement to recognise unacceptable behaviour and to respond appropriately.

6. Knowledge and discernment to be able to decide whether bad behaviour is caused by lack of challenge and poor differentiation or by inadequate behaviour management.

7. An attitude and approach, which seeks support and the possession of the skills to use advice and research to implement school policies, strategies and guidance.

8. Knowledge and understanding of recent educational developments.

9. Demonstrate an enthusiastic personality that generates a positive approach amongst children and towards teaching and learning as a whole.

10. Possess the resilience, personality and skills to be optimistic in response to the demands of a wide job description, of frequent change and of a heavy workload.

11. Show initiative and perseverance to solve professional difficulties, to ask for appropriate training and to seek help from colleagues and senior staff.

12. Experienced applicants should be able to demonstrate a positive approach in difficult employment situations and successful relationships within a working context.

13. Demonstrate a belief in the need to constantly improve standards of achievement and show that children’s learning is always the overriding school and staff priority.

14. An understanding of the importance of the parents' role in the Academy.

15. A commitment:  to supporting the ethos, aims and policies of the Academy  to the importance and need for continuous self-development  to understanding parents and working collaboratively with them  to meeting the requirements for `inclusion’ and the special educational needs of the children  to the conviction that difficulties and challenges provide opportunities for development  to the belief that taking risks is often crucial in creative problem solving.