BISHOP CHALLONER

CATHOLIC COLLEGIATE SCHOOL

Hardinge Street, LONDON E1 0EB
Tel. 020 7790 3634 Fax. 020 7702 7398
Web: www.bishop-learningvillage.towerhamlets.sch.uk
Executive Head: Jackie Johnson

Bishop Challoner Catholic Collegiate School is a Catholic School within the Archdiocese of Westminster.
The post holder will be expected at all times to uphold the Catholic ethos of the school.

Mission Statement: Bishop Challoner Catholic Collegiate School is a community of learning for young
adults.

We educate young people to realise their spiritual and academic potential within the framework of our
Catholic ethos for the economic, social and cultural demands of the 21 st century.

The Learning Village is a unique education federation of Bishop Challoner Girls and Bishop Challoner
Boys Schools. The school is organised into 3 separate institutions, Girls’ school 11-16, Boys’ school 11-
16, (girls and boys 11 – 16 are taught separately) and a Sixth Form College.

All staff are expected to support the CATHOLIC ETHOS of the school.

All staff employed from January 2001 are contracted to teach in both schools.

At middle management level, the academic curriculum is organised through 11 faculties, each line
managed by a member of the leadership team. All heads of faculty are member of:-

The strategy group

The curriculum development group

All teachers are viewed as leaders and managers.

LEADERSHIP is defined as:

“Identifying and articulating the shared values of the school. Leaders then implement these values and
the organisations vision for the future through planning. At this school, leadership is not solely located
behind one person’s door. It is a shared, collective responsibility to lead the school in the formulation
and implementation of its values. The school will seek opinions and canvass for involvement on
strategic issues. It is expected that at this level of responsibility, the postholder is aware of the nature of
leadership and contributes as much as possible”.

MANAGEMENT is defined as:

“Working with individuals and teams to achieve tasks. It is a means to an end. At the most fundamental
level, every time we enter a classroom we are managers of the learning process. Others have
additional management roles. The point is simple: we are all managers of the education process”.

The Faculty Structure:

Head of
Faculty

i/c Boys Departments i/c Girls

School School

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 JOB DESCRIPTION
2 I/C FACULTY & HEAD OF SUBJECT
Name:
Post title: Head of Geography & 2i/c Faculty Boys Campus

Nature of the To be 2 i/c of Humanities Faculty with specific responsibility for the Boys School and subject
specific, significant lead professional for the teaching of Geography
and substantial
responsibility

Defined To lead and manage all aspects of the department ensuring that:
accountability for o All teaching staff are allocated specific responsibilities
leading, managing o All finances are managed efficiently
and developing
others
Significant line To set up an effective structure of staff responsibilities and line management procedures
management which ensures high quality teaching and monitoring of student progress
responsibilities
Additional A. To report to head of faculty an any subject development
expectations B. To deputises for the Head of Faculty
beyond those of C. To be the 2 i/c in the Boys School and be responsible for the resources of
classroom teaching Humanities Faculty.
D. To be the lead professional for working within the department structure.
E. Develop and implement policies and practices to ensure governors are well
informed about subject policies, plans and policies, the success in meeting
objectives and targets, and subject-related professional development plans.
F. Create a climate which enables other staff to develop and maintain positive
attitudes towards the subject and confidence in teaching it.
G. Set expectations and targets for staff and students in relation to standards of
student achievement and the quality of teaching.
H. Work with the SENCO and any other staff with Special Educational Needs
expertise, to ensure that individual education plans are used to set subject
specific targets and match work well to students’ needs.
I. Establish, with the involvement of relevant staff, short, medium and long term
plans for the development and resourcing of the subject which:
o Contribute to whole-school aims, policies and practices including those
in relation to behaviour, discipline, bullying and racial harassment.
o Are based on a range of comparative information and evidence,
including the attainment of students.
o Identify realistic and challenging targets for improvement.
o Are understood by all those involved in putting the plans into practice.
o Are clear about action to be taken, timescales and criteria for success.
J. Establish staff and resource needs and advise the Executive Head and senior
managers of likely priorities for expenditure, and allocate available resources with
maximum efficiency to meet the objectives of the school and subject plans and
achieve value for money.
K. Deploy, or advise the Executive Head on the deployment of staff involved in
working with students with SEN to ensure the most efficient use of teaching and
other expertise.
L. Organise and co-ordinate effective deployment of learning resources, including
information and communications technology, and monitor their effectiveness.
M. Maintain existing resources and explore opportunities to develop or incorporate
new resources from the wide range of sources inside and outside the school.
N. Ensure the effective and efficient management and organisation of learning
resources, including information and communications technology.

Professional skills o Establish clear targets for students’ achievement, and evaluate progress and
and judgements achievement by all students, including those with special educational linguistic needs.
required o Use data effectively to identify students who are underachieving and, where necessary,
create and implement effective plans of action to support those students.
o Analyse and interpret relevant national, local and school data, research and inspection
evidence to inform policies, practices, expectations, targets and teaching methods.
o Establish in line with school policy and implement clear policies and practices for
assessing, recording and reporting on student achievement, and for using this
information to recognise achievement and to assist students in setting targets for
further improvement.
o Ensure that information about students’ achievements in previous classes and schools
is used effectively to secure good progress in the subject.

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 o Monitor the progress made in achieving subject plans and targets, evaluate the effects
on teaching and learning, and use this analysis to guide further improvement.
o Evaluate the teaching of the subject in the school, use this analysis to identify effective
practice and areas for improvement and take action to improve further the quality of
teaching.
o To have knowledge and understanding of the following: a) the School’s aims, priorities,
targets and action plan; b) the relationship of the subject to the curriculum as a whole;
c) any statutory curriculum requirements and the requirements for assessment,
recording and reporting of students’ attainment and progress; d) the characteristics of
high quality teaching and the main strategies for improving and sustaining high
standards of teaching, learning and achievement for all students; e) relevant issues of
faculty management, including employment law, equal opportunities legislation,
personnel, external relations, finance and change management and f) the implications
of the Code of Practice for Special Educational Needs for teaching and learning.
o To establish a partnership with parents to involve them in their child’s learning of the
subject, as well as providing information about curriculum, attainment, progress and
targets.
o Develop effective links with the local community, including business and industry, in
order to extend the subject, enhance teaching and develop the students’ wider
understanding.
o Communicate effectively, orally and in writing, with parents, governors, external
agencies and the wider community, including business and industry.
Contribution to o To ensure Curriculum coverage, continuity and progression in the subject for all
high quality students, including those of high ability and those with special educational or linguistic
teaching and needs.
learning o To ensure teachers are clear about the teaching of objectives in lessons, understand
the sequence of teaching and learning in the subject, and communicate such
information to students.
o Guidance is provided on the choice of appropriate teaching and learning methods to
meet the needs of the subject and of different students.
o Effective development of students’ literacy, numeracy and information technology skills
through the subject.
o To ensure teachers of the subject are aware of its contribution to students’
understanding of the duties, opportunities, responsibilities and rights of citizens.
o To ensure teachers of the subject know how to recognise and deal with racial and
other stereotyping.
o To ensure the effective development of students’ individual and collaborative study
skills necessary for them to become increasingly independent when out of school.
Nature of the o Help staff to achieve constructive working relationships with students.
responsibility o Establish clear expectations and constructive working relationships among staff,
which will lead, including through team working and mutual support; devolving responsibilities and
develop and delegating tasks, appropriate evaluating practice, and developing an acceptance of
enhance the accountability.
teaching practice o Appraise staff as required by the school policy on Performance Management and use
of others the process to develop the personal and professional effectiveness of the teacher.
o Ensure that trainee and newly qualified teachers are appropriately trained, monitored,
supported and assessed in relation to standards for the award of Qualified Teacher
Status, the Career Entry Profiles and standards for induction.
o Lead professional development through example and support, and co-ordinate the
provision of high quality professional development by methods such as coaching,
drawing on other sources of expertise as necessary, for example, higher education,
LEAs and subject associations.
o Prioritise and manage own time effectively, particularly in relation to balancing the
demands made by teaching, subject management and involvement in school
development.
o Achieve challenging professional goals.
o Take responsibility for their own professional developments.
Defined To lead and manage the subject, comprising both its teachers and any administrative
accountability for workers, assistants or students who may be deployed within the department.
leading, managing
and developing
others
Significant line The management of the department, comprising both its teachers and any administrative
management workers, assistants or students who may be deployed within the department.
responsibilities
School Ethos o To play a full part in the life of the school community, to support its distinctive mission
and ethos, and to encourage staff and students to follow this example.
o To support the school in meeting its legal requirements for worship.
o To actively promote the school’s corporate policies, and demonstrate a continual
commitment to the full range including those relating to safeguarding and promoting
the welfare of children, and equal opportunities.

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 o To comply with the school’s Health & Safety policy and undertake risk assessments as
appropriate.
Signatures The school will endeavour to make any necessary reasonable adjustments to the job and
the working environment to enable access to employment opportunities for disabled job
applicants or continued employment for any employee who develops a disabling condition.

This job description is current at the date below but will be reviewed on an annual basis
and, following consultation with you, may be changed to reflect or anticipate changes in the
job requirements which are commensurate with the job title and grade.
TLR point 2b
TLR Cash value

Please note, this job description must be read in conjunction with the current School
Teachers’ Pay and Conditions Document, notably PART XII – Conditions of Employment of
Teachers other than Head Teachers, which itemises the general conditions of employment
governing the post.

Signed, on behalf of the Collegiate School:…………………………………….Date: / /201

Signed by the postholder:………………………………………..………………….Date: / /201

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 PERSON SPECIFICATION
This is the generic person specification, common to all teaching jobs advertised
after September 2005, at Bishop Challoner Catholic Collegiate School. Sections 2-
10 are derived from the Teachers’ Standards Framework.

1. Qualification
QTS status and subject qualification
2. Knowledge and Understanding
o A clear and well-thought out understanding of current educational issues, theory and practice.
o Have a detailed knowledge of the relevant aspects of the students’ National Curriculum and other statutory
requirements.
o Have a secure knowledge and understanding of their specialist subject(s) equating to degree level, including
the subject knowledge specified in the relevant ITT National Curricula.
o Understand progression in their specialised subject(s), including before their specialist age range.
o Cope securely with subject-related questions which students raise and know about students’ common
misconceptions and mistakes in their specialist subject(s).
3. Planning and setting expectations
o Identify clear teaching objectives, content, lesson structures and sequences appropriate to the subject matter
and the students being taught.
o Set appropriate and demanding expectations for students’ learning and motivation. Set clear targets for
students’ learning, building on prior attainment.
o Identify students who have special educational needs, and know where to get help in order to give positive and
targeted support. Implement and keep records of individual Education Plans (IEPs).
4. Teaching and managing student’s learning
o Ensure effective teaching of whole classes, groups and individuals so that teaching objectives are met,
momentum and challenge are maintained, and best use is made of teaching time.
o Use teaching methods which keep students engaged, including stimulating students’ intellectual curiosity,
effective questioning and response, clear presentation and good use of resources.
o Set high expectations for students’ behaviour, establishing and maintaining a good standard of discipline
through well-focused teaching and through positive and productive relationships.
5. Assessment and evaluation
o Assess how well learning objectives have been achieved and use this assessment for future teaching.
o Mark and monitor students’ class and homework providing constructive oral and written feedback, setting
targets for students’ progress.
o When applicable, understand the demands expected of students in relation to the National Curriculum and Key
Stage 4 courses.
6. Student achievement
o Secure progress towards student targets.
7. Relations with parents and the wider community
o Know how to prepare and present informative reports to parents.
o Recognise that learning takes place outside the school context and provide opportunities to develop students’
understanding by relating their learning to real and work-related examples.
o Understand the need to liaise with agencies responsible for students’ welfare.
8. Managing own performance and professional development
o Understand the need to take responsibility for their own professional development and to keep up to date with
research and developments in pedagogy and in the subjects they teach.
o Understand their professional responsibilities in relation to school policies and practices.
o Set a good example to the students they teach in their presentation and their personal conduct.
o Evaluate their own teaching critically and use this to improve their effectiveness
9. Managing and developing staff and other adults
o Establish effective working relationships with professional colleagues including, where applicable, associate
staff.
10. Managing resources
o Select and make good use of textbooks and other resources.
11. Other attributes considered desirable at Bishop Challoner School
o A record of excellent attendance and punctuality.
o Excellent written and oral communication skills, including appropriate ICT skills.
o The ability to work, and contribute, effectively within departmental and Year-based teams.

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 o The ability to work actively and effectively with parents, governors and other stakeholders.
o Flexibility and a willingness to be involved in the life of Bishop Challoner School.
o The ability to use own initiative and motivate others.
o A commitment to teaching and lifelong learning, and a willingness to continue to further own
learning through continuing professional development.
o Commitment to implement the School’s Equal Opportunities Policies.
o A developing range of successful teaching strategies.
o A secure knowledge of the importance of data as a means both to measure and to extend progress.
o A high level of organisational and planning skills.
o The ability to create a stimulating visual environment for the classroom.
o The ability to create a dynamic learning environment which values and enables everyone equally.
o A commitment to the mission and aims of Bishop Challoner Catholic Collegiate School.
o An awareness of equal opportunities issues generally and specifically of how they relate to this area
of work.
12. Loyalty
o At a time of great change within the Collegiate school, to be successful we need staff who are loyal
and committed. Loyalty to our students and our project creates an essential atmosphere of mutual
respect.

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