Part 2 Section 2

From SNCT Handbook

PART 2: SECTION 2 - MAIN DUTIES

2 Duties of all Registered Teachers

2.1 The duties of staff covered by the SNCT are outlined in this section. This list is not intended to be prescriptive but should act as guidance for the development of specific duties and job remits. LNCTs are required to reach agreement on these.

2.2 All teachers are required to be registered with the General Teaching Council for Scotland (GTCS) and are required to meet and maintain the Professional Standards which are set by GTCS Code of Conduct and to participate in Scheme of Professional Update, in accordance with requirements set by GTCS. Teachers enjoy a position of professional trust and are accountable for the decisions and actions in their professional practice. Teachers should always act honestly, openly and with integrity.

2.3 Teachers have a responsibility to support the health, safety and well-being of young people in school.

2.4 Teachers should work in a collegiate manner in partnership with parents/carers, pupils and colleagues across the education community to promote positive outcomes for young people and to raise levels of attainment and wider achievement for a diverse range of pupils. All teachers should promote equality of opportunity and ensure a commitment to inclusive education and recognise and respect the views of young people.

2.5 The duties of all teachers should be undertaken with due regard to workload and contractual obligations in order to allow them time to focus on their core role as leaders of learning.

2.6 Teachers will not be expected to undertake the duties generally undertaken by administrative and support staff, but will work co-operatively with all staff to ensure an appropriate distribution of workload.

2.7 Teachers are required to be members of the appropriate PVG Scheme.

Specific Duties

Teachers / Chartered Teachers

2.8 Subject to the policies and practice of the school and the Council, the duties of teachers are to:

(a) manage and organise classes through planning and preparing for teaching and learning.

(b) assess, record and report on the work of pupils’ progress to inform a range of teaching and learning approaches

(c) prepare pupils for examinations and where required, assist with their administration.

(d) contribute towards good order and the wider needs of the school

(e) develop the school curriculum

(f) contribute to the school and council planning and improvement processes.

(g) maintain and develop knowledge and skills and contribute to the professional development of colleagues including probationary and student teachers.

Short Term Supply Teachers

2.9 Subject to the policies and practice of the School and Council, the duties of short term supply teachers are to:

(a) teach assigned classes;

(b) correct work, as part of ongoing classwork;

(c) maintain a record of work;

(d) contribute towards good order in the school;

Principal Teachers

2.10.1 Subject to the policies and practice of the School and the Council, the duties of principal teachers are, in addition to any duties of a teacher that may apply, to:

(a) lead, manage and support the work of colleagues providing strategic direction and guidance as necessary;

(b) lead curriculum development and quality assurance;

(c) contribute to the development of school policy in relation to the behaviour management of pupils;

(d) review and support professional needs, and performance of colleagues through career-long professional learning;

(e) where required, lead, implement and manage whole school policies including, where appropriate, guidance, pastoral care and behaviour support.

2.10.2 Principal Teachers must be given a reduction in weekly class contact to enable them to carry out those duties which are in addition to their duties as classroom teacher. Its extent may vary according to the nature and scope of those duties. The additional duties of principal teachers must be capable of being undertaken within the 35-hour working week and, where a principal teacher retains a classroom teacher role, within the arrangements agreed at establishment level through the working time agreement.

Depute Headteachers

2.11 The role of a depute headteacher is to assist and, where necessary, deputise for the headteacher in the conduct of school affairs. The duties of a depute headteacher are to support the Headteacher in the performance of his/her duties to:

(a) provide and promote leadership, good management and strategic direction in areas of work of the school;

(b) promote high expectations and standards through the provision of professional advice, reviewing professional needs and performance, and supporting continuous professional development of colleagues;

(c) take responsibility for aspects of curriculum development, learning and teaching and meeting learners’ needs;

(d) take responsibility for aspects of improvement planning and quality assurance;

(e) work in partnership with parents, other professionals, agencies and other schools;

Headteachers

2.12 The role of the Headteacher is to promote high quality learning and teaching to secure improved educational outcomes for the benefit of pupils and the community, under the direction of the local Council. Headteachers have a corporate responsibility to contribute to an agenda of ongoing improvement in their school and across their Council area. The duties of the headteacher are to:

(a) provide leadership, good management and strategic direction to the school;

(b) promote high expectations and standards through the provision of professional advice, reviewing professional needs and performance, and supporting continuous professional development of colleagues;

(c) take responsibility for providing strategic leadership for curriculum development, learning and teaching and meeting learners’ needs;

(d) take overall responsibility for improvement planning and quality assurance;

(e) act as adviser to the Parent Council and to participate in the selection and appointment of the staff of the school;

(f) work in partnership with parents, other professionals, agencies and other schools; and

(g) take overall responsibility for the management of health, safety and well-being.

Depute Headteachers and Headteachers

2.13 Where a class teaching commitment is included in the remit of a headteacher or depute headteacher, its extent will be determined by the council on the basis of an assessment of the management content of the post. The ability of a headteacher or depute headteacher to discharge their duties will be affected when there is a class teaching commitment in their remit. For this reason, appropriate management time should be allocated to allow the duties, outlined in paragraphs 2.11 and 2.12, to be undertaken. The duties and responsibilities of a headteacher or depute headteacher, with a class teaching commitment, must be capable of being undertaken within the 35 hour working week.

Music Instructors

2.14 The duties of music instructors are:

a) provision of music instruction on an individual/group basis;

b) preparation of pupils for performance and examination;

c) preparation of lessons, reports and records;

d) instrument maintenance; and

e) transposition and orchestration.

Educational Psychologists

2.15 The core functions of an educational psychologist are consultation, assessment, intervention training and research. Educational psychologists are required to carry out the duties of the post as directed by the principal educational psychologist, or nominated officer of the council and should work within the aims the guidance provided by the British Psychological Society (BPS). An educational psychologist will remain on the Inductee salary point until he/she obtains chartered status with the Health and Care Professions Council (HCPC) (as detailed in Section 1.48) which is a prerequisite for all appointments to promoted posts.

The duties of an educational psychologist are:

(a) assessing and reporting on the psychological and educational needs for children, young people and young adults up to 25 years of age (the client group) and providing advice to teachers and parents;

(b) undertaking work with the client group;

(c) providing professional advice in relation to the council’s policies;

(d) advising the council, within the context of legislation, on the assessment of the individual needs of the client group;

(e) working with other staff within the council;

(f) working with appropriate agencies;

(g) conducting or participating in research and development work;

(h) preparing reports and maintaining documentation;

(i) contributing to the professional development of educational psychologists in training and other colleagues in the council; and

(j) undertaking appropriate and agreed continuing professional development.

Senior Educational Psychologists

2.16 In addition to performing the duties of an educational psychologist, senior educational psychologists have responsibility for one or more areas of expertise deemed appropriate by the council.

Depute Principal Educational Psychologists

2.17 The role of a depute principal educational psychologist is to assist the principal educational psychologist to discharge the duties of his/her post and to deputise in his/her absence.

Principal Educational Psychologists

2.18 The principal educational psychologist is responsible for the overall strategic direction, management and quality assurance of the Service.

2.19 In managing the Service, the principal educational psychologist will carry out such duties of the post as the council may require for the implementation of its statutory duties.

2.20 The principal educational psychologist will:

(a) direct the Psychological Service and formulate, implement, monitor and evaluate its aims and objectives;

(b) supervise and direct the core functions of the Service and ensure compliance with statutory obligations;

(c) work with other staff within the council and with and appropriate establishments and agencies;

(d) participate in the selection and appointment of staff to the Service;

(e) manage and deploy the staff of the Service;

(f) promote the professional development of staff, provide advice and programmes of training tailored to the individual needs of staff and operate structures which permit participation by all members of staff in the development of the Service;

(g) ensure that appropriate arrangements are made for the management of finances of the Service within the agreed budgetary limits; and

(h) manage the health and safety of all Service staff.

Education Support Officers

2.21 A broad definition of the type of work to be done by an education support officer is shown below. Job titles of such staff will likely vary but may include staff development officer, curriculum development officer and staff tutor.

2.22 Education support officers will:

(a) work in co-operation with quality improvement officers, and others in the education service, to raise standards in schools;

(b) provide a lead role in an area of expertise, including current curricular content and methodology;

(c) keep abreast of local and national developments in content and methodology related to their area of expertise;

(d) contribute to cross-curricular initiatives and multi-disciplinary courses in schools within their council;

(e) co-ordinate the production of teaching materials and identify subject related resource needs of schools;

(f) be involved in the initiation, organisation and evaluation of staff development opportunities and ensure that these meet the needs of staff through direct personal contact with schools;

(g) liaise with external agencies as approved by the Director of Education and within council guidelines;

(h) advise on and, as required, participate in, the recruitment and deployment of staff; and

(i) advise on the provision of supplies, and the design and furnishing of accommodation for schools.

Quality Improvement Officers

2.23 The role of the quality improvement officer is central to raising standards in line with National Priorities, thus enabling councils to satisfy Her Majesty’s Inspectorate of Education (HMIE) criteria on performance monitoring and continuous improvement. Quality improvement officers will also play a key role in Follow Through Inspections of schools in co-operation with HMIE.

2.24 Set out below is a broad definition of the type of work to be done by staff in carrying out the role of a quality improvement officer in the education service.

2.25 Quality improvement officers will:

(a) be familiar with all aspects of council education policy and be seen as a representative of their Director of Education when visiting schools or when involved with outside agencies;

(b) analyse and use performance information to challenge schools to improve;

(c) collate a range of performance information about schools in the council area and use this information in a systematic way with school management and directorate;

(d) devise and promote strategies to address areas where performance should be improved, monitor such strategies and write reports on progress made;

(e) be knowledgeable about local and national priorities and help to ensure that these are being taken forward appropriately by schools;

(f) identify good, effective practice, including classroom practice;

(g) identify and promote staff development opportunities within the improvement agenda;

(h) advise on and, as required, participate in the appointment of senior promoted posts in schools;

(i) draw on their knowledge of schools to support and inform strategic planning and policy development;

(j) support and monitor the key processes associated with school development planning in schools; and

(k) apply procedures associated with HMIE inspection of schools, including those associated with Follow Through Reports.

Quality Improvement Managers

2.26 A quality improvement manager is a quality improvement officer who manages other quality improvement officers/education support officers.