Currently there is a vacancy for a Barking FC Academy Alternative Provision Teacher.
All applicants should contact Academy Director Michael O’Shea via email
Set out below is the full job description of the role to be undertaken:
JOB TITLE: CLASSROOM TEACHER/FOOTBALL COACH
CURRENT GRADE: M1- M4 (dependent on experience)
The post holder will require flexibility and resilience in order to be able to manage the demanding environment of working in a football club setting.
The post holder will be working directly with young people who have significant social, emotional, learning and behavioural difficulties and the behaviour of the students is often challenging and demanding and therefore they will need to deploy effective behaviour management skills in their interactions with the students.
Due to the nature of the provision, there are certain enhanced risks associated with the post including:
Pupil behaviour & incidents including aggression.
PRINCIPAL ACCOUNTABILITIES AND RESPONSIBILITIES
The postholder must at all times carry out her/his duties with due regard to the Club’s policies, including Safeguarding, Equal Opportunities and Health & Safety Policies
The post holder is required to take reasonable care for the safety and health of themselves and others who may be affected by their acts; and to work with management to comply with Service/Unit procedures and protocols and with LBBD’s Health and Safety Policy and all guidance, instructions and risk assessments. In particular, the jobholder is required to attend training relevant to their post in order to ensure their health and safety responsibilities are met.
To understand the value of information to the Club and to contribute to good information governance by keeping information safe, accurate and up to date and available to those who need it.
MAIN DUTIES AND RESPONSIBILITIES
STUDENT ACHIEVEMENT
Promotes at least good progress and outcomes by students
Demonstrates that as a result of their teaching, students achieve well relative to their prior attainment, making progress as good as or better than similar students’ nationally.
Plans teaching to build on students’ capabilities and prior knowledge and ensure they are well prepared for all forms of assessment.
Demonstrates effective knowledge and understanding of how students learn and how this impacts upon teaching
Adapts teaching to respond to the strengths and needs of all pupils and uses differentiation appropriately, using approaches which enable pupils to be taught effectively.
Has a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.
Has a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
MAKES ACCURATE AND PRODUCTIVE USE OF ASSESSMENT
Demonstrates consistent and effective use of information about prior attainment to set and communicate challenging targets and expectations for students.
Contributes towards establishing Assessment for Learning in subjects and evaluating progress through the use of agreed assessment tools.
Uses assessment as part of their teaching to diagnose students’ needs, set realistic and challenging targets for improvement and plan future teaching.
Has a good knowledge and well- informed understanding of the assessment requirements and arrangements for the curriculum areas they teach.
Has an up-to-date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs
QUALITY OF TEACHING
Demonstrates expertise in their curriculum area.
Demonstrates an intrinsic curiosity about their specialism, keeps up to date with national and local developments.
Prepares and delivers at least consistently good lessons that are well matched to the needs of learners, and which ensure successful learning by all students.
Raises the quality of teaching and learning and embeds a learning culture that enables students to become effective, enthusiastic and independent learners.
Provides opportunities for learners to develop a range of skills including reading, writing, communication and mathematics across their curriculum area.
Undertakes routine evaluation of own practice and consistently seeks to develop and use the most effective teaching strategies and uses the most effective teaching strategies.
Provides evidence of impact of professional development and continuous learning upon effective practice.
BEHAVIOUR & SAFETY
Demonstrates 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.
Provides a classroom environment in which students feel welcome and valued.
Establishes a safe and stimulating environment for students, rooted in mutual respect.
Sets goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
Demonstrates consistently the positive attitudes, values and behaviour which are expected of pupils.
Manages behaviour effectively to ensure a good and safe learning environment.
Has high expectations of behaviour, and uses a range of strategies inc. praise, sanctions and rewards consistently and fairly.
Establishes a positive relationship with students and actively encourage student’s independence, self- esteem and self -awareness.
Models strategies designed to encourage appropriate behaviour and to promote student’s psychological and emotional well-being.
Reinforces appropriate behaviour in a variety of settings to facilitate access to the curriculum and to support appropriate behaviour at unstructured times, e.g., breaks and lunchtimes.
Builds positive partnerships with parents / carers and with other professionals to support students.
Supports mainstream staff and staff in other provisions in the application of appropriate and consistent behaviour management strategies and to encourage acceptance and inclusion of students with SEMH and learning difficulties.
LEADERSHIP AND MANAGEMENT
Fulfils wider professional responsibilities
Makes a positive contribution to the wider life and ethos of the Club.
Liaises with members of the multi -agency team to ensure students are able to access and engage in learning, any barriers to learning are removed and to ensure positive transition and progression.
Supports the implementation of the vision of the school, ensures it is clearly articulated, shared, understood and acted upon effectively by all.
Contributes to a distributed model of leadership throughout Barking Football Club so that teams and individuals can be effective in their work with students.
Contributes to the development of a service ethos which enables everybody to work collaboratively, share knowledge and understanding, celebrate success and accept responsibility for outcomes.
Supports the development of effective school improvement plans and contributes to the overall School Improvement Plan, its design and implementation and self -evaluation.
GENERAL RESPONSIBILITIES AND EXPECTATIONS
Contribute to the overall ethos/work/aims of Barking Football Club
To understand and actively promote all school policies and procedures.
To commit to safeguarding and promoting the welfare of children and young people.
To take responsibility for your own professional development by actively seeking formal and informal learning opportunities and by actively engaging in Barking Football Club CPD programme.
To participate in training and promote strategies around positive behaviour management, including restorative approaches, de-escalation and positive handling.
Recognise own strengths and areas of expertise and use these to support and develop others.
To take responsibility for your own physical and emotional health, so that you attend school regularly and meet the Whole School Attendance target
Attend and participate in meetings as required.
Treat all users of Barking Football Club with courtesy and consideration.
Present a positive personal image, contributing to a welcoming environment which supports equal opportunities for all.
Promote and ensure the health and safety of pupils, staff & visitors (in accordance with appropriate health & safety legislation) at all times.
This job description will be reviewed annually as part of the performance management review process and after consultation with the line manager and the post holder.
WORK CONTEXT
Communications and working relationships
The post holder must display excellent interpersonal skills and apply these to develop relationships with all teaching and support staff, the multi-agency team, parents/carers and students.
Excellent motivational skills to engage students with a range of complex needs in their curriculum area.
Regular communication with other educational providers including referring schools and or colleges and vocational providers.
Innovation (decision making and creativity)
The post holder will need to be able to create a shared vision, positive culture and high aspirations amongst staff and pupils. Creative solutions to overcome challenges will need to be found on a daily basis.
The post holder will need to plan and work creatively with teaching and other support staff to meet the needs of the students.
The post holder will be expected to deliver in identified curriculum areas and be able to demonstrate creativity and innovative thinking, preparing, delivering and evaluating learning experiences for students.
The post holder will need to have a flexible and responsive attitude to changing work environments and staffing structures.