Expectations of Teachers

All teachers are expected to plan and deliver lessons in line with the departmental schemes of work. Teachers are expected to adapt any shared departmental resources to cater for the needs of their learners. This will enable learners of differing abilities to make progress. Teachers should use data on their learners (e.g. Disadvantaged, SEN, current reading ages, currently working at) to inform them when planning.

Teachers should include a wide range of strategies within their lessons to maximise learner engagement and progress. Such activities can include, but are not limited to, paired discussions; group work; modelling; role play; investigations and problem solving; independent work; practical work; videos and animations. All learner activities should be purposeful and allow learners to make progress towards achieving the lesson objectives, which should be clearly shared with learners each lesson. Teachers should include regular opportunities for learners to revisit previous topics in order to help them memorise the large quantities of information they are being taught. 

When relevant and appropriate, teachers should refer to the Croxley Danes values of Respect, Excellence and Trust within their lessons. 

When relevant and appropriate, teachers should include opportunities for learners to develop their literacy and numeracy skills.

Teachers should employ adaptive teaching strategies in their lessons to allow all learners to make progress. This can be achieved by including support and challenge within lessons and assessing learner progress throughout the lesson and adapting teaching appropriately. Learners of all abilities should be challenged within lessons. Teachers are also expected to support SEND learners which will involve, but not be limited to, being fully aware of the specific details of their SEND learners (these will be shared by the SEND department) and liaising with LSPs to plan the support assistant’s input into the lesson.

Teachers should make learners aware of what they need to know through sharing learning objectives, specification points and/or success criteria. 

Teachers are expected to build strong learner/teacher relationships and create positive environments in their classrooms through effective classroom management. This includes following the school’s behaviour policy when setting rewards and consequences (see relevant policies for further details). Timely contact home is expected to ensure that parents are informed of any concerns (especially before key events such as parents evenings). Teachers should revise their seating plans accordingly to maximise engagement and positive behaviour. 

Teachers are expected to set purposeful homework for all classes they teach on Google Classroom. Further details can be found on the Homework section of the website. 

Teachers are expected to participate in the school’s CPD programme. This includes attending whole-school and departmental CPD sessions and sharing good practice at these sessions or during Faculty meetings. Teachers are encouraged to continually reflect on their practice and to try out and evaluate any emerging ideas shared during CPD and observe other practitioners. 

Teachers should continually reflect on their practice in order to improve their effectiveness. Teachers should reflect on the Teacher’s Standards and are accountable for achieving the highest possible standard of learning and conduct.