Maths Teacher

Role Overview

Maths Teacher at Aspen Heights British School, a British International School on the outskirts of Abu Dhabi, operated by International Schools Partnership.

Company Overview

Aspen Heights British School is an ambitious and high-achieving British International School with three core aims: fostering positive relationships and respectful communication as building blocks; ensuring purposeful, engaging and meaningful learning at the heart of all work; and supporting all children to make remarkable progress through personalised learning opportunities. The school is committed to staff development, growth and retention, offering many opportunities for professional development and empowering staff to impact school improvement and development.

Role Purpose

The Maths Teacher leads the development and delivery of high-quality mathematics education across the secondary phase, establishing subject excellence through effective teaching, strategic curriculum development, and the creation of an environment where pupils achieve remarkable progress and develop a love of learning.

Key Responsibilities

Learning and Teaching

• Set high expectations that 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 which are expected of pupils.
• Be accountable for pupils' attainment, progress and outcomes.
• Be aware of pupils' capabilities and their 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 on teaching.
• Encourage pupils to take a responsible and conscientious attitude to their own work and study.
• Have a secure knowledge of the subject and curriculum areas, foster and maintain pupils' interest in the subject, and address misunderstandings.
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship.
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English.
• Impart knowledge and develop understanding through 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 the knowledge and understanding pupils have acquired.
• 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.
• Contribute to the development of schemes of work and department resources.
• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.
• Have 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, and know how to adapt teaching to support pupils' education at different stages of development.
• Have 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 use and evaluate distinctive teaching approaches to engage and support them.

Strategic Direction and Subject Development

• Develop and implement procedures and practices which reflect Aspen Heights British School's commitment to high achievement, and effective teaching and learning.
• Create a climate which enables other staff to develop and maintain positive attitudes towards the subject and confidence in teaching it.
• Establish a clear, shared understanding of the importance and role of the department in contributing to students' spiritual, moral and cultural development, and in preparing students for the opportunities, responsibilities and experience of adult life.
• Work with the Leadership Team to establish short, medium and long-term plans for the development and resourcing of the department.
• Liaise with colleagues in the secondary phase to ensure the effective transition of students into Year 7.
• Monitor the progress made in achieving departmental plans and targets, evaluate the effects on teaching and learning, and in close consultation with the Leadership Team use this analysis to guide further improvement.
• Establish staff and resource needs for the department and advise the Head of Secondary of likely priorities for expenditure.
• Allocate available subject resources with maximum efficiency to meet the objectives of the school and departmental plans and to achieve value for money.
• Ensure the effective and efficient management and organisation of learning resources, including information and communications technology.
• Maintain existing resources and explore opportunities to develop or incorporate new resources from a wide range of sources inside and outside the school.
• Use accommodation to create an effective and stimulating environment for the teaching and learning of the department.
• Ensure that there is a safe working and learning environment in which risks are properly assessed.
• Raise attainment and improve teaching in Maths across the secondary phase.
• Establish opportunities outside the normal curriculum for the enrichment of Maths across the secondary phase.
• Reflect on data analysis of the subject with the Head of Secondary and devise and deliver an action plan securing continuous improvement.
• Carry out joint lesson observations with senior colleagues, and support colleagues to improve their classroom practice.
• Be involved in monitoring through work sampling, planning scrutiny and learning walks.

Assessment and Feedback

• Know and understand how to assess the relevant subject and curriculum areas, including internal and external assessment requirements.
• Make 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 the feedback.

Behaviour Management

• Manage behaviour effectively to ensure a good and safe learning environment.
• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school's behaviour policy.
• Have 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 approaches which are appropriate to pupils' needs in order to involve and motivate them.
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Professional Responsibilities

• Make a positive contribution to the wider life and ethos of the school, including fulfilling extra-curricular activity expectations and other out-of-hours requirements.
• 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.
• Contribute fully to the extra-curricular program within the department and assist in the organization and running of curriculum days.
• Communicate effectively with parents with regard to pupils' achievements and well-being.
• Be a role model to all in all areas: professional conduct, professional teaching and learning practice and professional development.
• Collaborate with other Subject Leaders to ensure continuous school improvement.
• Ensure the day-to-day running of the subject is in line with the school vision and aims.
• Teach a timetable appropriate to the needs of the school curriculum.
• Provide an appropriate extra-curricular programme of activities through the department.
• Attend and participate fully in Staff Development, staff meetings and briefings as set.
• Provide cover for absent colleagues as and when necessary.
• Contribute to the extra-curricular activity program to enrich the school experience for pupils as reasonably directed by the SLT and ECA Coordinator.
• Perform such additional tasks and duties as might be reasonably directed by the Head of Secondary or the Principal from time to time.

Health and Safety

• Emphasise the importance of safety in all areas of the curriculum, communicating to pupils the importance of a responsible attitude towards personal safety, the safety of others and respect for Aspen Heights British School's property and equipment.
• Perform all playground duties on time and with due diligence to safeguard Aspen students.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Ensure that all necessary health and safety rules and procedures are being followed.
• Maintain an awareness of all health and safety measures to be taken when in school.

Parent Communication

• Communicate with parents on a regular, informal basis and to deal with day-to-day queries.
• Attend Parents' Evenings as required and provide accurate, honest information regarding the progress of individuals at these meetings.
• Report to parents in the form of written reports twice yearly or when required by the SLT.

Personal and Professional Conduct

• Treat pupils with dignity, building relationships rooted in mutual respect, and at all times observe proper boundaries appropriate to a teacher's professional position.
• Have regard for the need to safeguard pupils' well-being.
• Show tolerance of and respect for the rights of others.
• Not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
• Ensure that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might