Teacher of Design and Technology / Engineering (Maternity Cover)
| Dyddiad hysbysebu: | 08 Ebrill 2025 |
|---|---|
| Oriau: | Llawn Amser |
| Dyddiad cau: | 28 Ebrill 2025 |
| Lleoliad: | Newton Aycliffe, County Durham, DL5 6AP |
| Cwmni: | Teaching Vacancies |
| Math o swydd: | Cytundeb |
| Cyfeirnod swydd: | 9913f77d-a7a7-49eb-b1c0-36d06efd0377 |
Crynodeb
What skills and experience we're looking for
1. Teaching and learning
• Deliver high quality learning experiences which engage and excite our students, in line with the UTC teaching and learning strategy.
• Plan and teach well-structured lessons which engage students to learn curriculum content whilst also developing their Core Skills.
• Bring the curriculum to life through practical application relevant to the world of work.
• Adapt teaching to meet the needs of groups and individual students.
• Be aware of and make provision for students with additional needs.
• Have clear and high expectations of student attitudes and ensure that students are clear about how they should behave, manage behaviour effectively applying the UTC behaviour policy and apply a restorative approach where required.
• Have clear and high expectations of student learning and ensure that students are clear about how they should present work and engage in learning.
• Have clear and high expectations of learning behaviours.
• Give students regular feedback and clear targets in order to help them improve.
• Encourage students to reflect on their progress and support them to become successful independent learners.
• Reflect on student learning and own teaching practice to improve future effectiveness.
• Work with colleagues to evaluate teaching, giving and receiving feedback to help improvement.
• Gather feedback from students and respond positively to suggestions for improvement.
• Develop an inclusive and supportive approach so that all young people feel welcome and supported in their learning.
2. Raising aspiration, achievement and attainment
• Be accountable for students’ progress and attainment in all classes taught.
• Have high expectations of students in achieving their academic targets, irrespective of background.
• Work with leaders to use assessment data to set challenging targets for students and to accurately track their progress, with a focus on groups and gaps.
• Use accurate and robust assessment methods to understand and track the progress of every student and design and implement appropriate strategies to support their learning.
• Address the needs and aspirations of each student through personalised learning.
3. Curriculum expertise
• Maintain subject expertise across relevant Key Stages and qualifications.
• Develop subject expertise, especially in areas with lack of experience or with new qualifications.
• Contribute to the design and implementation of a curriculum in specified subject areas which meets the needs of all students, is consistent with the UTC’s Student Leaver Profile (SLP) and fulfils statutory requirements.
• Ensure that opportunities are taken to develop the curriculum to reflect the specialist ethos of the UTC and so that it prepares young people for their range of future possibilities.
• Ensure that students understand how the curriculum is relevant to the world of work and develops their Core Skills.
• Support student development of literacy and numeracy skills and love of reading through curriculum and Core Skills delivery and throughout their experience at UTCSD.
• Have an attitude of flexibility to teach subjects outside of specialism with appropriate support and CPD if and when required.
• Contribute to a flourishing ‘Crew’ programme, which provides a broad and stimulating experience for all students.
4. Pastoral Duties
• Be a Crew leader/ mentor to an assigned group of students: build relationships with students and their parents/carers in order to support their development towards the Student Leaver Profile (SLP)
• Register students, accompany them to briefings, encourage their full attendance at all lessons and their participation in all aspects of UTC life.
• Deliver a programme of morning Crew/mentor time tasks.
• Support and challenge students to:
• Support and challenge one another in all aspects of their UTC career.
• Celebrate one another’s successes and achievements, however small.
• Make a stand against injustices or causes that they feel strongly about.
• Communicate with one another and other students and adults professionally and effectively.
• Organise themselves – their time, equipment, learning goals and take initiative for their own learning.
• Persevere in the face of challenge, try things outside of their comfort zone and approach situations creatively.
• Reflect on their learning and experiences, welcoming critique and using it to inform future goal setting and approaches.
• Collaborate and share a collective responsibility, adapting to new and different ways of working and encouraging and supporting others to achieve.
• Respect resources, materials and their environment; act with integrity and comply with the rules and routines of the college, workplace and community.
• Use rubrics to reflect on their development towards all of the above.
• Build a portfolio of evidence demonstrating their progress towards the SLP over time.
• Conduct a Student Led Conference (SLC) in the Summer term or Y10 and Spring term of Y11 where they will present their own academic progress, character growth and work readiness to you and their parents/carers using their portfolio of evidence and the rubrics that they have been working from throughout the year.
5. General Professional Duties
• Operate at all times within the policies and practices of the UTC.
• Have a working knowledge of teachers’ professional duties and legal liabilities.
• Be proactive in marketing and recruitment activities: attending and contributing to open evenings and other events, taking a shared responsibility in promoting the UTC and its good reputation.
• Take responsibility for and ownership of own professional development in relation to curriculum, T&L practice, UTC policies and practices and duties: welcoming and responding to feedback and critique, setting and prioritising goals and planning how to achieve them, being willing to move outside of comfort zone in order to develop and engage support where needed.
• Contribute to wider curriculum developments.
• Conduct duties during non-structured times of the UTC day (break time, beginning/end of day etc.) as directed by the leadership team.
• Contribute to PSHE, Citizenship and SRE education in line with UTC policy.
• Establish effective working relationships and set a good example through presentation and personal and professional conduct.
• Communicate effectively, appropriately and professionally in both written and oral communication modes and establish professional and effective relationships with adults and young people.
• Take care of resources, materials and environment to ensure efficiency and effective use so that the maximum impact on students can be achieved.
• Comply with health and safety rules and legislation, ensuring the safety of students and staff at all times, specifically sharing responsibility for the health and safety in all technical areas.
• Be committed and contribute to our culture, ethos and intent as an organisation.
Teachers will be expected to comply with any reasonable request from the leadership team to undertake work of a similar level that is not specified by this job description.
UPS Teachers *
*Teachers paid on the upper pay scale are expected to conduct all of the duties and responsibilities listed above and be highly competent in all areas of the Teachers’ Standards. They should also be able to show the substantial and sustained impact that they have had beyond their classroom: on students in other areas of the UTC or the support and development of staff in other areas of the UTC. This should be reflected in their appraisal objectives and this level of impact should increase as they progress through the UPS pay scale.
Below are some examples of duties that could reasonably be expected of a UPS teacher. This is not an exhaustive list:
• Creating and implementing schemes of work and/or assessment for use across a team of teachers. Monitoring and evaluating their success/impact and adapting in response to this.
• Supporting/coaching/mentoring another staff member or small group of staff.
• Creating and implementing enrichment activities for students.
What the school offers its staff
Staff – Principles and Expectations
All staff of the UTC are expected to:
• Model only the highest of standards in relation to work ethic, behaviour, dress code and conduct.
• Demonstrate personal and professional integrity, promoting the vision and values of the UTC.
• Enable a climate that engenders personal growth and success for all staff and students.
• Commit to the provision of a curriculum which enables real workplace experiences and the opportunity to engage in employer-led and industry-sponsored projects.
• Demonstrate and develop in students the Student Leaver Profile.
• Positively promote the belief that all young people can achieve beyond national expectations given their starting points and that all, without exception, will progress to university, employment and/or training.
• Commit unconditionally to ensuring that all groups of students, irrespective of their starting points will thrive, eradicating any notion of ‘gaps’ in performance or ‘labelling’ between groups.
• Be flexible in the way they work to meet the needs of the UTC students.
Terms and Conditions
For clarity of understanding and expectations, the main UTC staff policies, terms and conditions are based on nationally-recognised policies, terms and conditions that have been adapted to make them relevant to the operation of the UTC, with the differences made explicit. The key differences are:
• We have created a different learning climate for students and this means a different way of working for staff.
• Main-scale teachers will prepare and deliver a ‘standard’ teaching load of 23 subject lessons a week, plus enrichment and support time. This will be adjusted appropriately for those with leadership responsibilities, ECT and part-time staff.
• Staff will be required to be on site for the full UTC day – they are longer days than most schools.
• We follow Durham LA’s term dates. Six training days are built into the school year along and staff are expected to work the equivalent of two additional days a year. This is taken in the form of events for student recruitment. Flexibility is assumed in this approach to allow for individual needs and appropriate notice will be given of the events. Department time is given on a Wednesday afternoon and the Friday of every half term is committed to CPD with students working from home.
• Staff are expected to attend businesses on visits with students as appropriate.
About the Founding Members
The UTC has been set up and is governed by three leading regional organisations:
University of Sunderland
The University of Sunderland is one of a new generation of civic universities, innovative, accessible and outward looking, with global influence and remarkable local impact. Excellent teaching, internationally recognised research and an extensive business engagement portfolio all contribute to the University’s success.
Hitachi Rail
Hitachi Rail is one of the most significant inward investors in County Durham. The company is a total railway system supplier offering rolling stock, traction equipment, signalling, traffic management systems and maintenance depots. Hitachi draws on many years of experience as a leading supplier of metro, commuter and high-speed trains such as the Shinkansen (bullet train) for the Japanese and international markets. The manufacturing and assembly plant in South Durham was developed to support the Department for Transport-led Intercity Express Programme and future Hitachi projects.
Gestamp Tallent
Gestamp Tallent Ltd is part of Gestamp Automocion, an international group dedicated to the design, development and manufacture of metal components and structural systems for the automotive industry. Today, Gestamp Automocion is present in 22 countries, has 95 production centres across the world and employs over 25,000 people. In line with the demands of global customers for a global supply network, Gestamp is a truly international business, but the British operation has remained as robust as ever. As one of the five plants within the UK, the Newton Aycliffe plant is one of the region’s largest employers with a workforce of over 1,000 people.
How to Apply
Applicants are required to submit an electronic UTC South Durham application form which is downloadable from www.utcsouthdurham.org/vacancies. Please do not submit applications via TES. Applications should be returned to jobs@utcsouthdurham.org by the closing date.
Closing date: Noon on Monday 28th April 2025
Interviews: Full day, Wednesday 7th May 2025
To arrange an informal discussion, please email:
Laura McAllister, Vice Principal of Teaching and Learning
jobs@utcsouthdurham.org
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
1. Teaching and learning
• Deliver high quality learning experiences which engage and excite our students, in line with the UTC teaching and learning strategy.
• Plan and teach well-structured lessons which engage students to learn curriculum content whilst also developing their Core Skills.
• Bring the curriculum to life through practical application relevant to the world of work.
• Adapt teaching to meet the needs of groups and individual students.
• Be aware of and make provision for students with additional needs.
• Have clear and high expectations of student attitudes and ensure that students are clear about how they should behave, manage behaviour effectively applying the UTC behaviour policy and apply a restorative approach where required.
• Have clear and high expectations of student learning and ensure that students are clear about how they should present work and engage in learning.
• Have clear and high expectations of learning behaviours.
• Give students regular feedback and clear targets in order to help them improve.
• Encourage students to reflect on their progress and support them to become successful independent learners.
• Reflect on student learning and own teaching practice to improve future effectiveness.
• Work with colleagues to evaluate teaching, giving and receiving feedback to help improvement.
• Gather feedback from students and respond positively to suggestions for improvement.
• Develop an inclusive and supportive approach so that all young people feel welcome and supported in their learning.
2. Raising aspiration, achievement and attainment
• Be accountable for students’ progress and attainment in all classes taught.
• Have high expectations of students in achieving their academic targets, irrespective of background.
• Work with leaders to use assessment data to set challenging targets for students and to accurately track their progress, with a focus on groups and gaps.
• Use accurate and robust assessment methods to understand and track the progress of every student and design and implement appropriate strategies to support their learning.
• Address the needs and aspirations of each student through personalised learning.
3. Curriculum expertise
• Maintain subject expertise across relevant Key Stages and qualifications.
• Develop subject expertise, especially in areas with lack of experience or with new qualifications.
• Contribute to the design and implementation of a curriculum in specified subject areas which meets the needs of all students, is consistent with the UTC’s Student Leaver Profile (SLP) and fulfils statutory requirements.
• Ensure that opportunities are taken to develop the curriculum to reflect the specialist ethos of the UTC and so that it prepares young people for their range of future possibilities.
• Ensure that students understand how the curriculum is relevant to the world of work and develops their Core Skills.
• Support student development of literacy and numeracy skills and love of reading through curriculum and Core Skills delivery and throughout their experience at UTCSD.
• Have an attitude of flexibility to teach subjects outside of specialism with appropriate support and CPD if and when required.
• Contribute to a flourishing ‘Crew’ programme, which provides a broad and stimulating experience for all students.
4. Pastoral Duties
• Be a Crew leader/ mentor to an assigned group of students: build relationships with students and their parents/carers in order to support their development towards the Student Leaver Profile (SLP)
• Register students, accompany them to briefings, encourage their full attendance at all lessons and their participation in all aspects of UTC life.
• Deliver a programme of morning Crew/mentor time tasks.
• Support and challenge students to:
• Support and challenge one another in all aspects of their UTC career.
• Celebrate one another’s successes and achievements, however small.
• Make a stand against injustices or causes that they feel strongly about.
• Communicate with one another and other students and adults professionally and effectively.
• Organise themselves – their time, equipment, learning goals and take initiative for their own learning.
• Persevere in the face of challenge, try things outside of their comfort zone and approach situations creatively.
• Reflect on their learning and experiences, welcoming critique and using it to inform future goal setting and approaches.
• Collaborate and share a collective responsibility, adapting to new and different ways of working and encouraging and supporting others to achieve.
• Respect resources, materials and their environment; act with integrity and comply with the rules and routines of the college, workplace and community.
• Use rubrics to reflect on their development towards all of the above.
• Build a portfolio of evidence demonstrating their progress towards the SLP over time.
• Conduct a Student Led Conference (SLC) in the Summer term or Y10 and Spring term of Y11 where they will present their own academic progress, character growth and work readiness to you and their parents/carers using their portfolio of evidence and the rubrics that they have been working from throughout the year.
5. General Professional Duties
• Operate at all times within the policies and practices of the UTC.
• Have a working knowledge of teachers’ professional duties and legal liabilities.
• Be proactive in marketing and recruitment activities: attending and contributing to open evenings and other events, taking a shared responsibility in promoting the UTC and its good reputation.
• Take responsibility for and ownership of own professional development in relation to curriculum, T&L practice, UTC policies and practices and duties: welcoming and responding to feedback and critique, setting and prioritising goals and planning how to achieve them, being willing to move outside of comfort zone in order to develop and engage support where needed.
• Contribute to wider curriculum developments.
• Conduct duties during non-structured times of the UTC day (break time, beginning/end of day etc.) as directed by the leadership team.
• Contribute to PSHE, Citizenship and SRE education in line with UTC policy.
• Establish effective working relationships and set a good example through presentation and personal and professional conduct.
• Communicate effectively, appropriately and professionally in both written and oral communication modes and establish professional and effective relationships with adults and young people.
• Take care of resources, materials and environment to ensure efficiency and effective use so that the maximum impact on students can be achieved.
• Comply with health and safety rules and legislation, ensuring the safety of students and staff at all times, specifically sharing responsibility for the health and safety in all technical areas.
• Be committed and contribute to our culture, ethos and intent as an organisation.
Teachers will be expected to comply with any reasonable request from the leadership team to undertake work of a similar level that is not specified by this job description.
UPS Teachers *
*Teachers paid on the upper pay scale are expected to conduct all of the duties and responsibilities listed above and be highly competent in all areas of the Teachers’ Standards. They should also be able to show the substantial and sustained impact that they have had beyond their classroom: on students in other areas of the UTC or the support and development of staff in other areas of the UTC. This should be reflected in their appraisal objectives and this level of impact should increase as they progress through the UPS pay scale.
Below are some examples of duties that could reasonably be expected of a UPS teacher. This is not an exhaustive list:
• Creating and implementing schemes of work and/or assessment for use across a team of teachers. Monitoring and evaluating their success/impact and adapting in response to this.
• Supporting/coaching/mentoring another staff member or small group of staff.
• Creating and implementing enrichment activities for students.
What the school offers its staff
Staff – Principles and Expectations
All staff of the UTC are expected to:
• Model only the highest of standards in relation to work ethic, behaviour, dress code and conduct.
• Demonstrate personal and professional integrity, promoting the vision and values of the UTC.
• Enable a climate that engenders personal growth and success for all staff and students.
• Commit to the provision of a curriculum which enables real workplace experiences and the opportunity to engage in employer-led and industry-sponsored projects.
• Demonstrate and develop in students the Student Leaver Profile.
• Positively promote the belief that all young people can achieve beyond national expectations given their starting points and that all, without exception, will progress to university, employment and/or training.
• Commit unconditionally to ensuring that all groups of students, irrespective of their starting points will thrive, eradicating any notion of ‘gaps’ in performance or ‘labelling’ between groups.
• Be flexible in the way they work to meet the needs of the UTC students.
Terms and Conditions
For clarity of understanding and expectations, the main UTC staff policies, terms and conditions are based on nationally-recognised policies, terms and conditions that have been adapted to make them relevant to the operation of the UTC, with the differences made explicit. The key differences are:
• We have created a different learning climate for students and this means a different way of working for staff.
• Main-scale teachers will prepare and deliver a ‘standard’ teaching load of 23 subject lessons a week, plus enrichment and support time. This will be adjusted appropriately for those with leadership responsibilities, ECT and part-time staff.
• Staff will be required to be on site for the full UTC day – they are longer days than most schools.
• We follow Durham LA’s term dates. Six training days are built into the school year along and staff are expected to work the equivalent of two additional days a year. This is taken in the form of events for student recruitment. Flexibility is assumed in this approach to allow for individual needs and appropriate notice will be given of the events. Department time is given on a Wednesday afternoon and the Friday of every half term is committed to CPD with students working from home.
• Staff are expected to attend businesses on visits with students as appropriate.
About the Founding Members
The UTC has been set up and is governed by three leading regional organisations:
University of Sunderland
The University of Sunderland is one of a new generation of civic universities, innovative, accessible and outward looking, with global influence and remarkable local impact. Excellent teaching, internationally recognised research and an extensive business engagement portfolio all contribute to the University’s success.
Hitachi Rail
Hitachi Rail is one of the most significant inward investors in County Durham. The company is a total railway system supplier offering rolling stock, traction equipment, signalling, traffic management systems and maintenance depots. Hitachi draws on many years of experience as a leading supplier of metro, commuter and high-speed trains such as the Shinkansen (bullet train) for the Japanese and international markets. The manufacturing and assembly plant in South Durham was developed to support the Department for Transport-led Intercity Express Programme and future Hitachi projects.
Gestamp Tallent
Gestamp Tallent Ltd is part of Gestamp Automocion, an international group dedicated to the design, development and manufacture of metal components and structural systems for the automotive industry. Today, Gestamp Automocion is present in 22 countries, has 95 production centres across the world and employs over 25,000 people. In line with the demands of global customers for a global supply network, Gestamp is a truly international business, but the British operation has remained as robust as ever. As one of the five plants within the UK, the Newton Aycliffe plant is one of the region’s largest employers with a workforce of over 1,000 people.
How to Apply
Applicants are required to submit an electronic UTC South Durham application form which is downloadable from www.utcsouthdurham.org/vacancies. Please do not submit applications via TES. Applications should be returned to jobs@utcsouthdurham.org by the closing date.
Closing date: Noon on Monday 28th April 2025
Interviews: Full day, Wednesday 7th May 2025
To arrange an informal discussion, please email:
Laura McAllister, Vice Principal of Teaching and Learning
jobs@utcsouthdurham.org
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment. Our recruitment process follows the keeping children safe in education guidance. Offers of employment may be subject to the following checks (where relevant): childcare disqualification Disclosure and Barring Service (DBS) medical online and social media prohibition from teaching right to work satisfactory references suitability to work with children You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.