Temporary Teaching Assistant Jobs

MINIMUM REQUIREMENTS:

• Possess communication and interpersonal skills in order to effectively liaise with students and other parties.
• Possess good written and verbal English language proficiency.
• Minimum High School Diploma, preferably S1 / Bachelor's degree.
• Possess an area of expertise with regards to Primary Education.
• Possess good computer literacy (Microsoft Office, Google Suites and Apple).
• Minimum 5 years experience working within a school setting as a Teaching Assistant, Learning Support Assistant or Teacher.
• Possess experience in supporting learning of students within the age range of 3-11 years within an International setting.
• Possess understanding of the UK National Curriculum and International Primary Curriculum

JOB FUNCTIONS:

This position’s duties and responsibilities, but are not exclusive to are as the following:

Teaching and Learning: Preparation

• To have daily communication with the class teacher to ensure teaching/support is collaborative, appropriate and directly related to the BSJ curriculum.
• To maintain a safe environment for students.
• To utilise learning technology confidently (e.g. Google suite, learning apps, Firefly and to maintain iPads etc.).
• To use initiative to prepare required teaching resources, materials, educational aids and displays and to support others.
• To know your role for each lesson and to have the essential ‘need knows’ such as understanding facts, concepts and outcomes.
• To know how to access long, medium and short term planning for all of the core subjects for your year group.

Teaching and Learning: Deployment Within Lessons

• To deliver a range of in-class support using small group teaching and 1:1 methods as needed.
• To support students’ learning in all core lessons.
• To attend classes punctually.
• To rove the room during the whole class teaching.
• Where appropriate, to support whole class delivery at the front of the class.
• To cover lessons in response to unplanned teacher absence.

Teaching and Learning: Interaction with Students

• To explain a process, concept or instruction with clarity and accuracy.
• To use and model quality questioning skills when working with students including higher order, open and probing questions linking to the content of lessons or prior learning to encourage critical thinking.
• To confidently use and model accurate use of the English language when listening, reading, speaking and writing.
• To support students working above age related expectations (AREs), independently challenging and extending tasks appropriately.
• To confidently use the school’s rewards systems to offer praise and recognition to students.
• To confidently use and model the scaffolding process to promote student independence, encouraging students to retain ownership and responsibility for their learning.
• To inspire and motivate students’ learning through individualised feedback, praise and recognition promoting cognitive focus and engagement with the task.
• To build effective relationships with students to support their wellbeing.
• To support mixed attainment student groups pitching questions and support appropriately and discretely.
• To support students working below age related expectations (AREs), independently utilising strategies that differentiate tasks accordingly.
• To allow sufficient wait time for students to think and respond to questions.
• To give students attention in a way that balances the needs of individuals and the group as a whole.
• To use preemptive statements to prevent the likelihood of off-task behaviour, focussing pupil attention.
• To understand which children in your class/year group have IN/EAL and to support and challenge them appropriately.
• To confidently mark the work of the students you work with, using accurate vocabulary and punctuation, following the BSJ marking scheme.
• To be familiar with a variety of techniques that encourage students’ positive behaviour and to support others.

Interaction with other stakeholders

• To attend and contribute towards Year Group Meetings.
• To cooperate and work alongside the Student Services Team when supporting students.
• To respond to communications appropriately.

Assessment, Reporting and Record Keeping

• To be familiar with wellbeing monitoring and recording documentation, to know which children hold Ongoing Wellbeing Records within your class/ year group and to offer guidance to others.
• To provide daily feedback to class teachers to inform planning for students that you have worked with.
• To confidently assess for Reading, Writing, Spellings/Phonics and IPC and to offer guidance to others.

Leading Intervention

• To have an understanding of the four IN ‘Waves of Intervention.’
• To plan, lead and assess Wave 2 interventions with clear objectives and expectations, as specified by the Year Leader.
• To assess students at the start and end of Wave 2 interventions via entry and exit assessments.

Developing a Specialism

• To be proactive in enhancing your knowledge and understanding within your area of specialism (source CPD, communicate with coordinators etc.).
• To proactively lead aspects of training for peers with regards to your specialism.
• To have a specialism, a particular area of interest to lead within your year group.

Other General Professional Duties

• To be willing to partake in any other job related activities as directed by the Year Leader and Primary Leadership Team.
• Actively promote and uphold all Safeguarding and Child Protection policies and responsible use of personal data in accordance with the relevant personal data protection policies and procedures within the school.
• To be professional at all times.
• In liaison with the Line Managers, take responsibility for upholding Health, Safety and Environmental (HSE) practice within your own working area and be responsible for completing risk assessments/near misses as appropriate.
• Undertake any other relevant duties as assigned by the Line Manager or the Head of Department.
• To uphold all safeguarding policies and child protection procedures within the school.
• To follow absence procedures as stated by the school.
• To partake in individual, departmental and whole school professional development opportunities and the feedback to colleagues where appropriate.
• To provide in-house cover for break/lunch duties, as needed.
• To meet set deadlines provided by the school.
• To have self awareness of your skills set with regards to your role, including areas of strength and areas for development.
• To lead Enrichments and After School Activities.