Literacy leader
(Two year post)
Pay scale L11-L12 or equivalent
Job description
Overall aim:
1) To be responsible with the appropriate members of SLT for ensuring every student achieves
outstanding progress in literacy through consistently high impact teaching across all subjects.
i) Working with identified vulnerable groups to close the gap
ii) Developing the culture of a reading school
2) To ensure that all areas of the school including departments and faculties are leading learner
literacy through agreed school behaviour on teaching reading and writing (including spelling and
punctuation and writing for form and purpose).
3) Working with the Head of Inclusion to develop, monitor and lead a dynamic and effective
programme of literacy intervention.
4) Working with the AHT in charge of student progression and the AHT for Teaching and Learning
to be responsible for developing the highest expectations across staff of what all students can do
with appropriate support and monitoring and intervention, including involvement in staff
imduction
5) To be responsible for developing an extended schools literacy programme of enrichment
activities relevant to the widest range of students
6) To work closely with the English faculty to ensure consistency across English and other subjects
in rapid literacy development .
Specific duties:
A) INSET and cross curricular work (working with appropriate lead members of SLT)
To deliver training on high quality literacy development within different subjects so that teachers
know how to develop literacy of all students in their lessons
To deliver induction and development training in literacy for support staff and teachers
To carry out individual coaching with teachers identified as needing support and then providing
feedback as appropriate through the school monitoring and evaluation systems.
To ensure all lessons in school have a literacy objective from September 2012
Working with the Head of Inclusion to develop, oversee and implement a programme of testing
reading ages with the intention of ensuring all staff, students and parents are aware of these and
they provide the information that allows us to plan lessons and reading intervention, ensuring that
by the end of Yr9 all students have an appropriate age related reading age.
To work with the appropriate AHT’s to monitor and evaluate teacher assessments/test results as
appropriate and general pupils’ progress in literacy – and to ensure that teachers’ use of these
systems have a direct impact on raising standards of literacy and ensure that where this is failing to
happen consistently intervention is put in place as a part of the school monitoring and evaluation
processes.
To report to the SLT and governors termly on progress of reading ages, English levels, and progress
of students in the intervention groups
Working with the school Creativity team to oversee projects such as “Big Read” week for the whole
school and to ensure that literacy is incorporated into the Creative Days as appropriate.
B) Intervention
To oversee all aspects of literacy intervention, including the work of literacy development in:
-
Accelerate groups
Literacy support groups
Additional 1-1 tutoring
To line manage literacy support tutors and literacy 1-1 tutors
To lead the development of the schemes of work for and the training of staff for the 1-1 tutors and
literacy support groups, using a range of appropriate intervention strategies, including phonics, Lexia
and the Learning Trust Lit programme.
To lead and deliver regular targeted courses with parents of Turkish, Asian and BCR background in
supporting their child’s literacy and reading working in conjunction with the Intervention workers in
the office.
The boundary at which students become the responsibility of the English department is 4b.
C) Love of reading and literature
 To be responsible for the management of the Resource Centre, library and the line
management of the staff.
 To promote a love of reading and literacy by, for example, organising “book related” events,
monitoring the effective use of the library and other literacy developments/projects.
 To actively develop ways that the school can provide accessible advice to all groups of
parents about furthering their child’s literacy, including running events in conjunction with
the school PTA and specific parent support groups.
SELECTION CRITERIA
SKILLS & ABILITIES & EXPERIENCE
1.
Ability to work hard under pressure.
2.
Ability to use I.T. and data effectively.
3.
Good communications skills.
4.
Good motivational skills.
5.
Good interpersonal skills.
6.
Ability to work well as part of a team.
7.
Exceptional creative teaching skills – your lessons must always be good or outstanding.
8.
Ability to work exceptionally effectively with SEN students
9.
10.
Proven record in delivering outstanding achievement in English, particularly for pupils with
low prior attainment
To have a strong commitment to improving the outcomes for all students
11.
Evidence of challenging poor practice that leads to improvement
12.
Demonstrate an ability to effectively lead other people and overcome inertia or resistance
13.
Demonstrate experience of working across a number of subjects
14.
Ability to teach outstanding lessons showing literacy development
KNOWLEDGE & UNDERSTANDING
1.
Knowledge of the writing of schemes of work
2.
Understanding of effective methods of differentiation including setting appropriately
challenging work
3.
Understanding the requirements of children with special educational needs.
4.
Good administrative skills.
5.
Understanding of the code of practice, N.C. and assessment
6.
Knowledge of strategies for supporting teachers and improving teaching and learning.
7.
Extensive knowledge of literacy teaching strategies and their effectiveness
QUALIFICATIONS and EXPERIENCE
Qualified teacher with at least six years’ teaching experience
Experience of running training in different settings
Experience of being a senior middle leader, senior leader or equivalent
EQUAL OPPORTUNITIES
Understanding of the needs of different students and the appropriate policies and strategies to
support them.
The person appointed will be expected to teach 25 lessons per fortnight across English and one
other subject (likely to be Humanities).