Characteristics of a highly effective teacher at the Rowans
What does highly effective ‘Rowanised’ teaching look like?
Have a shared vision, values and ethos
- Demonstrate a commitment to and actively promote a shared vision of ‘Inspiring Change for a Brighter Future’. Be fully child centred where every child is given the necessary opportunities to change their lives for the better.
- Create a safe and stimulating learning environment for everyone, and a community which pupils are proud to be a part of, where they have a secure understanding of each other’s needs and differences and are tolerant of these needs.
- Be adaptable and flexible, subscribe to the belief that every day is a fresh start. Understand the need for consistency and fairness and always have an awareness of the greater school need.
- Be a Rowans’ team player, supporting colleagues, ensuring a cohesive and collaborative approach to learning and progress.
- Teach the pupils at the Rowans to have self-worth, a belief in themselves, resilience and kindness.
- Understand the power of being a positive role model and the need for positive body language, understanding and empathy. Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
Achieve outstanding progress and outcomes
- Be accountable for pupils’ attainment, progress and outcomes.
- Guide pupils to reflect on the progress they have made and what they need to do to achieve their next steps and targets.
- Encourage pupils to believe in themselves and to take responsibility for their own positive futures.
- Understand the need for attendance and punctuality for all and the impact it has on progress and achievement.
- Be vigilant and have a continual awareness of possible issues that may have an impact on pupil progress and achievement and cause potential barriers to learning.
- Set all pupils aspirational targets that stretch and challenge them irrespective of their background or ability.
- Feed into and use termly data reports to monitor progress and set targets. Plan and encourage a two-way dialogue of assessment and feedback, both orally and through accurate marking, encouraging pupils to take ownership of their own progress.
Curriculum and educational knowledge
- Secure specific subject knowledge in identified areas of the curriculum and demonstrate and encourage a love for learning. Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
- Keep up-to-date with educational thinking and research, both subject specific and the wider educational context. Be knowledgeable about changes in education and how they affect the pupils and our AP setting. Be proactive with your own career professional development.
- Demonstrate a shared responsibility for promoting high standards of literacy and the correct use of standard English. Encourage the functional use of numeracy and a love and importance of reading widely and often.
- Plan creative, innovative, engaging, interactive and fun learning, building on prior knowledge. Ensure good organisation and high expectations where learning is matched to the individuals’ needs. Learning is personalised and differentiated and the teacher acts as a facilitator.
- A commitment to organise and run extra-curricular clubs, activities and visits to extend and enhance the knowledge and understanding pupils have acquired.
- Be a reflective practitioner, encourage and engage in an open trusting relationship with colleagues where critical analysis of teaching and learning and incidents are common practice.
- Through a holistic approach to learning, pupils are afforded opportunities to experience learning outside of the classroom.
- Have a clear understanding of the range of complex needs of the pupils, including those with gaps in their learning, special educational needs; those of high ability; those with English as an additional language. Facilitate them all to make good and outstanding progress and attainment.
- Make accurate and productive use of assessment, understanding the Rowans’ assessment procedures within target setting and target getting, and how they fit into the pupil progress framework.
Manage behaviour effectively to ensure a good and safe learning environment
- Set high expectations routed in fairness and the consistent application of the schools’ rules and boundaries. Rigorously apply school routines, rules and policies.
- Celebrate success often, be positive, offer incentives, praise and reward to motivate pupils to want the very best for themselves and others. Build a positive environment where success is integral.
- Possess the skills and ability to make positive relationships quickly with all pupils and be approachable to both pupils and parents/carers.
- Be non-judgemental of the young people and their families, offering unwavering support, kindness and humility.
Be a professional
- Be committed to the school community and the wider community. Market and promote the school positively, being a positive voice for the school community. Use social media and other platforms to show the positive work and impact the school has on the lives of the pupils.
- Meet all deadlines and have a clear understanding of whole school issues, goals and plans.
- Communicate effectively, understand the need for information sharing and communicating professionally with colleagues, pupils, parents and external agencies.
- Deploy teaching assistants effectively, raising their profile and utilising their skills, recognising their crucial role in engaging pupils and offering outstanding support for learning.