Secondary - Head of Science Teacher Role Profile
Purpose of Role
To provide the professional leadership and management of the subject required to ensure high standards of attainment through the delivery of highly effective teaching and learning.They are required to exercise leadership, demonstrate vision, and empower others in order to deliver the agreed departmental strategy within the school
About the School:
Aspen Heights British School (AHBS) is a truly inclusive school based on the outskirts of Abu Dhabi. We are proud of our inclusive ethos and our commitment to ensuring all children are provided with personalised learning experiences and the proper support to ensure they can make progress in learning in all areas.
ISP Principles
Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.
Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
Secondary Head of Science Key Responsibilities
LEARNING AND TEACHING
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 which are expected of pupils
Promote good progress and outcomes by 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
Demonstrate good subject and curriculum knowledge
●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, whatever your specialist subject
Plan and teach well-structured lessons
●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 relevant subject area(s)
●Contribute to the development of schemes of work and department resources
Adapt teaching to respond to the strengths and needs of all pupils
●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 be able to use and evaluate distinctive teaching approaches to engage and support them
Strategic Direction and Development of the Subject
Within the context of the school’s ethos, policies and procedures, the Head of Science will develop and implement subject policies, plans, targets and practices to:
●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 the 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.
Efficient and Effective Deployment of Staff and Resources in line with the school’s strategic plans and financial contexts
The Head of Science will identify appropriate resources for the department and ensure that they are used efficiently, effectively and safely to:
●Establish staff and resource needs for the department and advise the Head of secondary of likely priorities for expenditure, and allocate available subject resources with maximum efficiency to meet their 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.
Make accurate and productive use of assessment
●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
●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
Fulfill wider 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 spe