Teacher of Mathematics

Set High Expectations Which Inspire, Motivate and Challenge Pupils - Establish a safe and stimulating environment for pupils, rooted in mutual respect. - Set goals that stretch and challenge pupils of all backgrounds, abilities, and dispositions. - Demonstrate consistently the positive attitudes, values, and behaviour expected of pupils. Promote Good Progress and Outcomes by Pupils - Maintain accountability for pupils’ attainment, progress, and outcomes. - Be aware of pupils’ capabilities and prior knowledge, and plan teaching to build on these. - Guide pupils to reflect on the progress they have made and their emerging needs. - Demonstrate knowledge and understanding of how pupils learn and how this impacts teaching. - Encourage pupils to take a responsible and conscientious attitude to their own work and study. Demonstrate Good Subject and Curriculum Knowledge - Maintain a secure knowledge of the relevant subject(s) and curriculum areas, foster pupils' interest in the subject, and address misunderstandings. - Demonstrate a critical understanding of developments in the subject and curriculum areas, promoting the value of scholarship. - Take responsibility for promoting high standards of literacy, articulacy, and the correct use of standard English, regardless of specialist subject. Plan and Teach Well-Structured Lessons - Impart knowledge and develop understanding through the effective use of lesson time. - Promote a love of learning and children’s intellectual curiosity. - Set homework and plan other out-of-class activities to consolidate and extend pupils' knowledge and understanding. - Reflect systematically on the effectiveness of lessons and approaches to teaching. - Contribute to the design and provision of an engaging curriculum within the subject area. Adapt Teaching to Respond to the Strengths and Needs of All Pupils - Know when and how to differentiate appropriately, using approaches that enable pupils to be taught effectively. - Maintain a secure understanding of how a range of factors can inhibit pupils’ ability to learn and how best to overcome these. - Demonstrate an awareness of the physical, social, and intellectual development of children, adapting teaching to support pupils at different stages. - Hold a clear understanding of the needs of all pupils, including those with special educational needs, high ability, English as an additional language, or disabilities, and use and evaluate distinctive teaching approaches to engage and support them. Make Accurate and Productive Use of Assessment - Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements. - Make effective use of formative and summative assessment to secure pupils’ progress. - Use relevant data to monitor progress, set targets, and plan subsequent lessons. - Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to feedback. Manage Behaviour Effectively to Ensure a Good and Safe Learning Environment - Maintain clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour across the school in accordance with the school’s behaviour policy. - Maintain high expectations of behaviour and establish a framework for discipline with a range of strategies, using praise, sanctions, and rewards consistently and fairly. - Manage classes effectively using appropriate approaches to involve and motivate pupils. - Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. Fulfil Wider Professional Responsibilities - Make a positive contribution to the wider life and ethos of the school. - Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support. - Deploy support staff effectively. - Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues. - Communicate effectively with parents regarding pupils’ achievements and well-being. Personal and Professional Conduct - Treating pupils with dignity, building relationships rooted in mutual respect, and observing proper boundaries appropriate to a teacher’s professional position at all times. - Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions. - Showing tolerance of and respect for the rights of others. - Not undermining fundamental British values, including democracy, the rule of law, individual liberty, mutual respect, and tolerance of those with different faiths and beliefs. - Ensuring personal beliefs are not expressed in ways that exploit pupils’ vulnerability or might lead them to break the law. - Maintaining proper and professional regard for the ethos, policies, and practices of the school, including high standards of attendance and punctuality. - Understanding and acting within statutory frameworks setting out professional duties and responsibilities.