Duties and Responsibilities of The School Teachers

All teachers are required to carry out the duties of a school teacher as set out in the current School Teachers Pay and Conditions Document. All teachers should also have due regard to all of the Teacher Standards (2012). Teachers’ performance will be assessed against the Teacher Standards as part of the appraisal process as relevant to their role in the school.

Teaching and Learning

• Deliver the curriculum as relevant to the age and ability of the class of children that you teach.
• Be responsible for the preparation and development of teaching materials, programmes and pastoral arrangement as appropriate.
• Be aware of pupils’ capabilities their prior knowledge and plan and differentiate your teaching appropriately to build on these demonstrating knowledge and understanding how pupils learn.
• Be accountable for the attainment, progress and outcomes of pupils’ you teach.
• Have a strong understanding of the range of needs involved with all the pupils in the classroom. This will include those with special educational needs and disabilities (SEND); gifted and talented (G&T); English as an additional language (EAL); and be able to use and evaluate distinctive teaching approaches to engage and support these pupils.
• Demonstrate and understanding of and take responsibility for promoting high standards of literacy, which includes the correct use of spoken English, whatever your specialist subject may be.
• If teaching early reading, demonstrate a strong understanding of an appropriate teaching strategy, for example systematic synthetic phonics.
• To use teaching strategies that keep pupils engaged through effective questioning, lively presentation and good use of resources.
• Set tasks that challenge pupils and ensure high levels of interest.
• Provide clear structured lessons, that maintain pace, motivation and challenge.
• Ensure that pupils attain and strengthen knowledge, skills and understanding appropriate to the subject being taught.
• Ensure that your teaching is effective and makes best use of available time.
• Select appropriate learning resources and develop study skills.
• Use a variety of teaching strategies which involve planned adult intervention, first-hand experience and play and talk as a vehicle for learning.
• Evaluate your own teaching critically to improve effectiveness.
• Mange parent and other adults in the classroom as appropriate.
• Set targets that stretch and challenge pupils of all backgrounds, abilities and dispositions.
• Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.
• Demonstrate an understanding of the physical, social, intellectual development of children, and known how adapt teaching to support pupils’ educational at different stages of development.
• Monitoring, Assessment, Recording and Reporting
• Assess how well learning objective have been achieved and use them to improve specific aspects of teaching.
• Mark and monitor pupil’s work and set targets for progress.
• Assess and recorded pupil’s progress systematically and keep records to check work is understood and recognise the level at which the pupil is achieving.
• Prepare and present informative reports to parents.
• Undertake assessments of students as requested by examination bodies, departmental and school procedures.
• Know and understand how to assess the relevant subject and curriculum area, including statutory assessment requirements.
• Make effective use of formative and summative assessment to secure pupils’ progress.
• Make accurate and productive use of assessment to secure pupils’ progress.
• Give pupils regular feedback, both orally and through accurate constructive feedback and marking in line with policy. Encourage pupil to respond to the feedback, reflect on progress, their own work and study.
• Use relevant data to monitor progress, set targets and plan subsequent lessons.
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired as appropriate,
• Participate in arrangements for examinations and assessments within the remit of the School Teachers’ Pay and Conditions Document.
• Behaviour and Safety
• Establish a safe, purposeful and stimulating environment for pupils, rooted in mutual respect 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 inspire, motivate and challenge pupils.
• Maintain good relationships with pupils, exercise appropriate attitudes values and behaviour, which are expected of pupils.
• Have clear rules and routines for behaviour in classroom, and take responsibility for promoting good and positive behaviour both in the classroom and around the school, in accordance with the school’s behaviour policy
• Have high expectations of behaviour, promoting self-control and independence of all learners.
• Be a positive role model and demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
• Be responsible for promoting and safeguarding the welfare of children and young people within the school, raising any concerns following school protocol.
• Fulfil wider professional responsibilities
• Work collaboratively to develop effective professional relationships with colleagues, knowing when and how to draw on advice and specialist support.
• Deploy support staff effectively as appropriate.
• Communicate and co-operate with relevant external bodies.
• Make positive contribution to the wider life and ethos of the school.
• Communicate effectively with parents/carers with regards to pupils’ achievements and well-being using school systems/ process as appropriate.
• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.

Works Cited

1. Department for Education. (2019). School Teachers' Pay and Conditions Document. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/832719/School_teachers__pay_and_conditions_document_2019.pdf
2. Department for Education. (2012). Teachers' Standards. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665520/Teachers__Standards.pdf
3. Ofsted. (2019). School Inspection Handbook. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/830361/School_inspection_handbook_-_section_5.pdf
4. The Teacher Development Trust. (n.d.). Effective Teaching and Learning Strategies. Retrieved from https://www.teacherdevelopmenttrust.org/evidence/effective-teaching-and-learning-strategies/
5. The Education Endowment Foundation. (n.d.). Teaching and Learning Toolkit. Retrieved from https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/
6. Haycock, K., & Wong, H. K. (2017). The First Days of School: How to Be an Effective Teacher. Harry K. Wong Publications.
7. Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.
8. Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.
9. Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. ASCD.
10. Wong, H. K., & Wong, R. T. (2009). The Classroom Management Book. Harry K. Wong Publications.