Arabic and Islamic Studies Teacher at Noble Hall Leadership Academy for Girls

Preamble

• Teachers make the education of the girls their first concern, and are accountable for achieving the highest possible standards in work and conduct.
• Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interest of the girls.

Part One: Teaching
A Teacher must:

• Set high expectations which inspire, motivate and challenge the girls:
  • Establish a safe and stimulating environment for the girls, rooted in mutual respect
  • Set goals that stretch and challenge the girls of all backgrounds, abilities and dispositions
  • Demonstrate consistently the positive attitudes, values and behavior which are expected of the girls.
• Promote good progress and outcomes by the girls:
  • Be accountable for the girls attainment, progress and outcomes
  • Plan teaching to build on the girls’ capabilities and prior knowledge
  • Guide the girls to reflect on the progress they have made and their emerging needs
  • Demonstrate knowledge and understanding of how the girls learn and how this impacts on teaching
  • Encourage the girls 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 relevant subject(s) and curriculum areas, foster maintain the girls’ 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 the teacher’s specialist subject
  • If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
  • If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
  • Standards Policy
  • Date of last review: May 2014 Responsibility: Principal
• Plan and teach well structured lessons Impact knowledge and develop understanding through effective use of lesson time:
  • Promote a love of learning and girls’ intellectual curiosity
  • Set home work and plan other out-of-class activities to consolidate and extend the knowledge and understanding the girls 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).
• Adapt teaching to respond to strengths and needs of all the girls:
  • Know when and how to differentiate appropriately, using approaches which enable the girls to be taught effectively
  • Have a secure understanding of how a range of factors can inhibit the girls’ ability to learn, and how best to overcome these
  • Demonstrate an awareness of the physical, social and intellectual development of the girls, and how to adapt teaching to support the girls’ education at different stages of development
  • Have a clear understanding of the needs of all the girls, 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.
• Make accurate and productive use of assessment:
  • Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
  • Make use of formative and summative assessment to secure the girls’ progress Use relevant data to monitor progress, set targets, and plan subsequent lessons
  • Give the girls regular feedback, both orally and through accurate marking, and encourage the girls to respond to feedback.
• Manage behavior 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 behavior both in classrooms and around the school, in accordance with Noble Hall’s behaviour policy
  • Have high expectations of behavior, 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 the girls’ needs in order to involve and motivate them
  • Maintain good relationships with the girls, exercise appropriate authority, and act decisively when necessary.
  • Standards Policy
  • Date of last review: May 2014 Responsibility: Principal
• Fulfil wider professional responsibilities:
  • Make a positive contribution to the wider life and ethos of the school
  • 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
  • Communicate effectively with parents with regard to the girls’ achievements and wellbeing.

Part Two: Personal and Professional Conduct
A teacher at Noble Hall Leadership Academy for Girls is expected to demonstrate consistently high standards of personal and professional conduct. The following statements defines the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside the academy, by:

• Treating the girls with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
• Having regards for the need to safeguard the girls well-being, in accordance with statutory provisions
• Showing tolerance of and respect for the rights of others
• Not undermining fundamental values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faith and beliefs
• Ensure that personal beliefs are not expressed in ways which exploit the girls’ vulnerability or might lead them to break the law.
• Teachers must have proper and professional regard for the ethos, policies and practices of the academy and maintain high standards in their own attendance and punctuality.
• Teachers must have an understanding of, and always act within