ST MARGARET’S CE (VA) PRIMARY SCHOOL - JOB PROFILE DESCRIPTION
POST TITLE: PHASE LEADER
GRADE: Equivalent to a single TLR payment
REPORTS TO: HEADTEACHER
(VIA DEPUTY HEADTEACHER)
MAIN PURPOSE
To provide leadership and management to a team of teachers and support staff.
To provide management and leadership support to the Headteacher and Deputy Headteacher.
To work with a range of school priorities, but giving priority to those that focus on raising standards of teaching and learning.
JOB PROFILE
Phase Leaders work mainly with a small team of teachers and support staff:
· Be a member of the management team
· Devise with senior management and implement a phase plan
· Support and challenge the quality of teaching and the delivery of standards, particularly in English & Mathematics
· Track pupil progress for focused groups of children and individuals within the phase
· Participate as a Reviewer in Performance Management processes
· Lead and contribute to staff development within the phase, department and whole school
· Lead effective communication within the phase including staff & parents meetings, handbook and documentation
· Lead development of a quality learning environment within the phase
· Lead the development of the school’s Church ethos within the phase, incl. phase worship
· Lead the development of excellent behaviour for learning within the phase
· Be ‘teacher-in-charge’ of the whole school as required
TASKS TYPICALLY INVOLVE:
· monitoring and evaluating the attainment and achievement within their phase, reporting in verbal and written form to Senior Management and the Management Team
· Contribute and lead as necessary phase Standards Review Panels
· liaising with senior management and subject leaders, identify pupils who would benefit from achievement mentoring and secure effective plans for provision in AM;
· line manage Achievement Mentors, where these are provided
· supporting teachers who are underperforming in reading, writing and mathematics; looking at why they are underperforming and providing direct intervention under supervision of senior management aswell as supporting the celebration of great teaching and encouraging high quality performance
· devising and implementing action plans to improve quality of teaching within the phase;
· support mentor Newly Qualified Teachers as placed within the phase, reporting to the NQT mentor
· mentor Initial Teacher Training students on placement within the phase
· line manage Voluntary Champions, where these are allocated
· Lead phase, departmental and whole school staff meetings and briefings
· Lead phase, departmental and whole school worship
· running group sessions and workshops for parents at school;
· leadership of ‘Pupil Achievement Mentors’
· networking with other phase leaders, teachers and other professionals and agencies incl. providers on school site
· helping with transition of information between phases
The post holder may reasonably be expected to undertake other duties commensurate with the level of responsibility that may be allocated from time to time.
ST MARGARET’S CE (VA) PRIMARY SCHOOL
PERSON SPECIFICATION
DEPARTMENT: PHASE 1 (FOUNDATION STAGE (Nursery & Reception))
PHASE 2 (KEY STAGE 1 (Y1 & 2))
PHASE 3 (YEAR 3 & 4)
PHASE 4 (YEAR 5 & 6)
POST TITLE: PHASE LEADER
GRADE: Equivalent to single TLR
E = ESSENTIAL D = DESIRABLE
SKILLS
· Ability to effectively lead and work within a team environment, E
· Ability to build and maintain effective working relationships with all pupils, E
parents, colleagues and external agencies.
· Ability to promote a positive ethos and role model positive attributes E
· Ability to plan and monitor progress effectively for improvement E
· Ability to adapt own approach in accordance with pupil and staff needs E
· Excellent personal numeracy and literacy skills E
· Ability to manage challenging situations and apply school policy E
· Ability to anaylse data for trends and articulate this verbally and in writing E
KNOWLEDGE & UNDERSTANDING
· Understanding of learning programmes and/or modification programmes E
· Understanding of principles of child development, learning styles and E
Independent learning.
· Working knowledge of relevant policies/codes of practice/legislation E
· Understanding of inclusion, especially within a school setting E
· Experience of resources deployment and best value E
· Effective use of ICT to support learning and management D
QUALIFICATIONS & EXPERIENCE
· Experience of teaching within the phase age range E
· Experience of leading staff to raise standards/quality of teaching E
· Experience of developing a significant area/subject E
· Qualified Teacher Status E
· Willingness to participate in relevant training and development opportunities E