Teaching Associate

Position Description

Under the guidance and supervision of the Classroom Teacher and Leadership Team, and in close collaboration with equivalent Teacher Assistants, you will be expected to effectively work with and assist the teacher in a primary school classroom of no more than 24 children (Reception) and 25 children (Yrs1-6). This will include assisting with the planning, resourcing and adapted delivery of learning guided by the revised English National Curriculum (2014) and/or the revised English Statutory Framework for the Early Years Foundation Stage (September 2021) as well as carrying out the professional duties and responsibilities of a Learning Assistant as outlined in the subsequent sections.

Main duties and responsibilities will include, but are not limited to

Assisting with teaching & learning and classroom management

• Consistently assisting the teacher with planning, resourcing, and providing child-centred learning experiences guided by the revised English National Curriculum (2014) and/or the revised English Statutory Framework for the Early Years Foundation Stage (September 2021) which are appropriately relevant, engaging, challenging and balanced and which seek to develop children’s ownership of learning
• Collaborating with the teacher and SENCo to adapt teaching methods and strategies to ensure all children are suitably challenged in order to meet their full potential, to consistently and successfully access all areas of the curriculum, and to promote positive attitudes towards learning across the curriculum
• As directed, providing specialist subject teachers with additional support for children as part of the delivery of specialist classes (music, PE, computing, MfL, and library)
• Providing targeted learning support in the form of either small group or one-to-one instruction as part of mainstream instruction or as a short / focused pull out session supplementing the core subject being taught
• Supporting and maintaining a stimulating, nurturing and organised learning environment ensuring positive behaviours for learning are upheld while fostering an authentic sense of community based on collective support and trust, as well as mutual respect and appreciation for difference
• Assisting with enhancing curriculum provision and promoting effective and efficient use of learning time, to reflect a holistic knowledge and understanding of the children
• Assuming shared responsibilities for the creation of displays of children’s work both within individual classrooms and in shared spaces throughout the school
• Record keeping, reporting and assessment
• Assisting the teacher in gathering student data and maintaining accurate and current records of children’s attainment and progress while considering a variety of agreed upon forms of assessment data to inform coherent and cohesive next steps
• Assisting with administering age-appropriate assessments and helping to ensure the timely employment of any necessary adaptations to planning and provision as a result
• Assisting with accurately and promptly recording children’s attendance

Pastoral duties and care

• Assuming collective responsibility for the continuous development and management of children’s behaviour and conduct centred around commonly held school values so as to foster a clear understanding of the school’s rules, procedures and expectations
• Supporting the provision of high-quality pastoral care to children across the school and in accordance with school policies including those of safeguarding and child protection
• Assisting teachers with supporting children, colleagues, and parents through the annual transition processes, particularly with welcoming and settling new children starting at Island Primary
• Cultivating a sense of community and school spirit based on mutual respect, appreciation, trust and support where people value individuality while being drawn to become an integral part of something bigger than themselves
• Developing and maintaining positive relationships and effective partnerships with parents/caregivers in support of children’s achievements and to enhance the sense of community
• Carrying out assigned duties during noninstructional times of the day such as playtime, lunch/break duties, arrival and dismissal
• Sharing the responsibility with other Teacher Assistants and School Assistants over the course of the school year to support afterschool care provision no more than once per week (or as directed by the PLT)

Other Responsibilities

• Attending all required school meetings and events inclusive of those held outside of the regular school day
• Assisting with monitoring and supervising children during events held within the school day including assemblies, sports days, and safety drills
• Supporting the implementation of the school’s QA (Quality Assurance) processes as part of our commitment to ongoing improvement
• Attending and actively engaging with school directed CPD; with the support of your line manager, assume responsibility for advancing agreed upon individualized professional development
• Always maintaining strict confidentiality with regards to the sharing of student information and with private school matters
• Support the aims, values and ethos of the school particularly with modelling the school’s expectations
• Assist with various duties as assigned by the Principal and in accordance with the needs of the school

Safeguarding Responsibilities

• Attend all safeguarding meetings and trainings required both by the school and by the Cayman Islands Government to ensure theoretical and procedural knowledge is current and correct
• Always supporting and ensuring the safety and well-being of the children in the school
• Maintaining appropriate professional boundaries in relationships with children and with all members of the school community, including external agencies and providers
• Always exercising sound professional judgment focusing on the best interests of the students and the school
• Presenting a consistently positive image of the school and uphold public trust and confidence

Qualifications, Experience and Skills required for the advertised position include: Minimum of 3 years of relevant experience in a primary classroom environment. A High School Diploma or an equivalent level of education (e.g. a minimum of 5 GCSEs including maths and English at Grade C or above) Excellent interpersonal skills and emotional intelligence, particularly in supporting effective and collaborative team development with a variety of school stakeholders Familiarity with either the revised English National Curriculum (2014) or both the revised English Statutory Framework for the Early Years Foundation Stage (September, 2021) and the Cayman Islands Early Years Curriculum Framework (CIEYCF 2014) is an advantage Proficiency in both written and verbal communication skills Excellent organization, presentation and time-management skills Willingness to develop a secure level of knowledge and understanding of how students learn by observation and by guidance from the teacher and other staff members