IBDP​/HSD Design Technology Specialist Teacher

Responsibilities

• Has experience in teaching Design Technology from Grades 6 to 8 (Years 7 –
  9).
• Has experience in teaching Design Technology in High School Diploma or IBDP from Grades 9 to 12 (Years 10 –13).
• Is passionate about teaching and learning with a commitment to continuous improvement.
• Will be committed to the vision of igniting passion, purpose and potential in our students.
• Can contribute to the development of the DT Department offering creative opportunities to enrich the learning experience of students at THIS.
• Has experience of planning and curriculum development.
• Adapts the curriculum to fit student needs while maintaining overall class progress.
• Assesses and records student development, while identifying problem areas and areas which need attention and improvement.
• Has excellent communication skills with students, colleagues, parents, and school leaders.
• Maintains high levels of behaviour among students, while promoting safety and compliance with school rules and guidelines.
• Is passionate about learning beyond the curriculum.
• Establishes a safe and stimulating environment for pupils, rooted in mutual respect.
• Sets goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
• Demonstrates consistently the positive attitudes, values and behaviour which are expected of pupils.
• Is accountable for pupils’ attainment, progress and outcomes.
• Is aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these.
• Guides pupils to reflect on the progress they have made and their emerging needs.
• Demonstrates knowledge and understanding of how pupils learn and how this impacts on teaching.
• Encourages pupils to take a responsible and conscientious attitude to their own work and study.
• Has a secure knowledge of the relevant subject(s) and curriculum areas, fosters and maintains pupils’ interest in the subject, and addresses misunderstandings.
• Demonstrates a critical understanding of developments in the subject and curriculum areas, and promotes the value of scholarship.
• Demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever your specialist subject.
• Imparts knowledge and develops understanding through effective use of lesson time.
• Promotes a love of learning and children’s intellectual curiosity.
• Sets homework and plans other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.
• Reflects systematically on the effectiveness of lessons and approaches to teaching.
• Contributes to the design and provision of an engaging curriculum within the relevant subject area(s).
• Knows when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.
• Has a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and knows how best to overcome these.
• Demonstrates an awareness of the physical, social and intellectual development of children, and knows how to adapt teaching to support pupils’ education at different stages of development.
• Has 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 can use and evaluate distinctive teaching approaches to engage and support them.
• Knows and understands how to assess the relevant subject and curriculum areas, including internal and external assessment requirements.
• Uses formative and summative assessment to secure pupils’ progress.
• Uses relevant data to monitor progress, set targets, and plan subsequent lessons.
• Gives pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback.
• Has clear rules and routines for behaviour in classrooms, and takes responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy.
• Has high expectations of behaviour, and establishes a framework for discipline with a range of strategies, using praise, sanctions and rewards…