<p> PERSON SPECIFICATION – CLASSROOM PRACTITIONER</p><p>General Skills and Qualities</p><p>1. Develop a range of classroom teaching skills to provide quality education for the children or evidence of the potential for their development.</p><p>2. Develop the ability to plan for a class’s individual needs within the context of the overall policies and schemes of work.</p><p>3. Develop an understanding of the purpose and role of planning, assessment and evaluation. </p><p>4. Develop the ability to set high expectations and an understanding of the educational, emotional and social needs of young children.</p><p>5. Judgement to recognise unacceptable behaviour and to respond appropriately. </p><p>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. </p><p>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. </p><p>8. Knowledge and understanding of recent educational developments.</p><p>9. Demonstrate an enthusiastic personality that generates a positive approach amongst children and towards teaching and learning as a whole.</p><p>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.</p><p>11. Show initiative and perseverance to solve professional difficulties, to ask for appropriate training and to seek help from colleagues and senior staff.</p><p>12. Experienced applicants should be able to demonstrate a positive approach in difficult employment situations and successful relationships within a working context.</p><p>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.</p><p>14. An understanding of the importance of the parents' role in the Academy.</p><p>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.</p>