Listed 2 weeks ago
Jordanhill School 45 Chamberlain Road, Jordanhill Glasgow, G13 1SP www.jordanhill.glasgow.sch.uk Telephone: 0141 576 2500 E-Mail: recruitment@jordanhill.glasgow.sch.uk Application for the post of: Teacher of 1. Surname: Initials: 2. Present Address: Post Code: Home Tel No: Work Tel No: Mobile: Home E-Mail: Work E-Mail: 3. NATIONAL INSURANCE NUMBER: GTCS REGISTRATION NUMBER: FULL REGISTRATION: CATEGORY OF REGISTRATION: DRIVING LICENCE: 4. Academic Qualifications Please list all post-school academic qualifications including degrees, teaching qualification, post- graduate or other academic qualifications. Dates Awarding university, college or accrediting body Qualification gained: title, subject and classification as appropriate Professional Qualifications Please note here any further qualifications or recognition not noted in section 4. Dates Awarding body Qualification gained 6. Career History 6.1 Current, or most recent position Employer’s Name and Address School/work location address Dates From To Position held, duties and responsibilities Salary: £ Period of notice required: Any other additional information regarding this employment. 6.2 Previous Career History List your work history, leaving no gaps, starting with the most recent (except your present position completed in the previous section.) Dates Main responsibilities School/Employer Position Right to Work in the UK 7. Jordanhill School has a legal obligation to ensure that any successful application is legally entitled to work in the UK. Are you eligible to work in the United Kingdom? 8. Protection Of Vulnerable Groups (PVG) Are you currently a PVG Scheme Member? If invited for interview you will be required to bring your original PVG Membership Certificate. If No and you are identified as the preferred candidate for this vacancy you will be required to apply for a PVG Scheme Membership. Preferred candidates will be required to undergo a satisfactory PVG Scheme update check prior to a formal offer of employment being made by Jordanhill School. Do you have any relevant convictions or pending criminal proceedings against you? Please give details of any relevant convictions or pending criminal proceedings below: Relevant convictions or pending criminal proceedings: Relevant convictions or pending criminal proceedings: 9. Disability Jordanhill School welcomes applications from applicants who assess themselves as having a disability. The Equality Act (2010) defines a disabled person as someone who has a mental or physical impairment that has a substantial and long-term adverse effect on the person's ability to carry out normal day to day activities. Do you consider this definition applies to you? The Disability Confident Scheme means you are guaranteed an interview should you meet the essential criteria for the post. Do you wish to be considered for interview under the Disability Confident Scheme? If called to interview and you have any specific access requirements, please give details below: Use your experiences in your present post(s) and recent other post(s) to outline your suitability for this position under the headings below. While the font size will automatically change to accommodate your text, excessively lengthy applications are counterproductive. Teaching and Learning 10. Qualities as a teacher; curriculum development; communication skills. Professional Knowledge and Understanding 11. Knowledge and understanding of subject; involvement in other curricular areas; wider educational experience. Professional Commitment and Development 12. Examples of CPD and how it has impacted on yourself and the school/pupils. Participation in wider school community. Other Information 13. With particular reference to the job and person specification please give a brief description of how you will fulfil the duties 14. Equal Opportunities Jordanhill School is committed to improving the diversity of its workforce to reflect the community we serve. We welcome applications from all minority groups and individuals who identify with one or more of the protected characteristics as defined by the Equality Act 2010. Jordanhill School is committed to ensuring that fair practices are adhered to throughout the recruitment process. The School’s Equal Opportunities Monitoring Form is located here. Please complete this form to support us in advancing our Equality Policy. The information will not be passed to the selection panel. The information on this form will be used for monitoring purposes only and will play no part in the recruitment process. 15. Data Protection By using this application form, you consent to the processing by Jordanhill School of the information provided, including any information qualifying as personal data under the General Data Protection Regulation and other relevant Data Protection legislation. For full information on Jordanhill School’s Data Protection and Privacy Policies can be found here. Please type your full name in the box below. Signature: Date: If you are a teacher in post, you should ask your Head Teacher to complete a report on you and send both forms to Jordanhill School. If you are unable to do this, please supply the name of a referee /recent employer who can complete the report form. Applicants may attach additional relevant information or one testimonial to this form. Curriculum Vitae should not be submitted.
Listed 2 weeks ago
Student Tutor Job Description Almost all secondary teachers perform the role of student tutor. This is a key part of our Pupil Support system and helps us to support our pupils and connect them to them to the school. The role of the tutor varies from year group to year group Key Functions Tutor time activities (10 minutes per day involving registration and discussing themed activities that are usually linked to our school values or current projects) Monitoring o Attendance monitoring o Academic progress o Review of subject reports o Delivery of first level support o Individual pupil interviews o Supporting course choice processes PSHE o Delivery of Social Education programme o Delivery of Learning Skills programme in specialist subject Parent Contacts o o Interim Parents’ Night In relation to first level support – telephone, e-mail, meetings S:\Personnel\Recruitment\Teaching Posts\Job Descriptions\Student Tutor Remit 2024.doc 1 Commentary 1. The tutor is the primary contact for the pupils. Tutors fulfil the function of being the member of staff who ‘knows the pupil well’. 2. Each tutor group (register class) has 25 pupils. Each of the 4 classes is linked to a single Principal Teacher of Pastoral Care (Head of House) within the school’s vertical House structure. The tutor and the Head of House work as a team to support the pupils and the latter provides advice and support to the tutor. 3. The tutor delivers the Personal and Social Education programme to his/her own tutor group. In addition they are expected to be part of the team delivering aspects of any learning skills programme through their own subject teaching. 4. Each team of tutors meets with their Head of House on a regular basis e.g. every 4 weeks. These meetings normally take place at 3.35pm. 5. In S1 and S3, the tutor or Head of House meets with the parents for 10 minutes to talk through all aspects of the Interim reports issued in term 1 and wider issues of how the pupil has settled into the school or the S3/S4 curriculum. Staff Development It is important to realise that undertaking the role of tutor is an important part of professional learning for teachers and is essential in our delivery of health and wellbeing as a responsibility for all. Skills will develop over a period of time. S:\Personnel\Recruitment\Teaching Posts\Job Descriptions\Student Tutor Remit 2024.doc 2 Objective Specific Objective Range of Tasks 1. Personal Support Attendance • Take an active interest in and monitor the attendance and punctuality of pupils and offer them support. • Promote improvement in attendance and Appendix 1 Illustrative examples of possible levels of involvement in tasks • Collect and monitor absence notes from parent/carers. • Contact parents/carers • Alert PT when attendance or punctuality causes and Late- coming Health Personal welfare punctuality. concern. • Refer appropriate cases to PT. • Take an active interest in the health and well- being of pupils and offer them support. • Communicate with support staff and PT so that records can be kept up to date. • Refer appropriate cases to PT. • Alert PT when an apparent health issue causes concern. • Take an active interest in the personal welfare of • Be aware of any change in the general well-being pupils and offer them support. of pupils and alert PT. • Be aware of staff duties and responsibilities regarding child protection issues. • Refer appropriate cases to PT. 2. Curriculum Curriculum and Timetable • Take an active interest in the curriculum and timetables of pupils and offer them support. • Refer appropriate cases to PT. • Highlight issues relating to curriculum and timetable e.g. when a change in a subject rota is to take place, room displacements during examinations, forthcoming option choice programme. Dealing with lost timetables, how to find classrooms. New teachers. Learning and Teaching • Take an active interest in the teaching and learning of pupils and offer them support. • Checking homework diaries/school planners to see if there are any issues arising with S:\Personnel\Recruitment\Teaching Posts\Job Descriptions\Student Tutor Remit 2024.doc 3 • Encourage pupils to raise standards or maintain high standards. • Advise pupils on assessment and examinations. • Refer appropriate cases to PT. homework. Inquiring ‘how things are going’. • • Asking pupils how they are progressing e.g. how did your test go When is your assignment in Geography due? • Advise on basic study skills, pupil queries about exam arrangements etc. Encourage exam preparation. S:\Personnel\Recruitment\Teaching Posts\Job Descriptions\Student Tutor Remit 2024.doc 4 3. Vocational Support Careers Education • Take an active interest in the careers education of pupils and offer them support where appropriate. • Refer appropriate cases to PT. • Be aware when careers interviews or careers exhibitions are taking place and encourage pupils to attend. • Be prepared to answer pupil questions on careers as class teachers have always done. 4. Personal and social education 5. Development of a positive school ethos Education Industry Activities Vocational activities • Take an active interest in the EIL activities in which their pupils are involved and offer them support. • Encourage pupils to take part in EIL activities. • Be aware of when Work Experience placements are scheduled and express an interest in pupils’ placements. • Take an active interest in pupil’s vocational • Encourage pupils to take part in University or activities. College open days. • Encourage pupils to take part in vocational activities. • Delivery of PSE in accordance with school policy. • Encourage good citizenship e.g. good habits, self- General • Promote the development of a positive school ethos. Behaviour management Recognition of achievement • Take an active interest in the behaviour of pupils, encourage good behaviour and offer them support. • Encourage pupils to adopt positive attitudes. • Refer appropriate cases to PT. • Take an active interest in the achievements of discipline, respect for others, work ethic, responsibility, reliability, honesty, attitudes etc. • Encourage pupils to use their homework diaries/planners and monitor the use of the diaries/planners. • Contact with parents/carers e.g. using homework diary/planner. • Encourage pupils to follow the school dress code. • Encourage pupils to follow the school behaviour code. pupils and encourage them to increase achievements or maintain high levels. • Promote communication with parents/carers by issuing school newsletters, information abut S:\Personnel\Recruitment\Teaching Posts\Job Descriptions\Student Tutor Remit 2024.doc 5 Safety and security- anti-bullying, etc • Take an active interest in pupils’ safety and security and offer them support when appropriate. • Participate in arrangements for pupils’ safety and security. • Promote and encourage pupil awareness of personal and whole-school safety and security. • Refer appropriate cases to PT. parents’ meetings etc. • Read out school bulletins/newsletters and support school in matters that require teacher support. • Encourage pupils to take part in school initiatives eg charity efforts, extra curricular events etc Inform PT of outstanding achievements. • S:\Personnel\Recruitment\Teaching Posts\Job Descriptions\Student Tutor Remit 2024.doc 6
Listed 2 weeks ago
CLEANER – JOB DESCRIPTION AND DUTIES General The position of Cleaner at Jordanhill School is one of responsibility, requiring a person of high standards, service and efficiency. The duties include the day to day cleaning of the diverse school estate and buildings, as well as vehicles, to include vacuuming, polishing, dusting, mopping and use of commercial cleaning equipment. Cleaners form part of the Facilities team in school and report to the Facilities Manager. Job Description and Duties Daily Duties • Thorough cleaning of areas allocated to the required standard/specification, as directed, using correct techniques and cleaning equipment. • Undertaking training in use of methods, materials and equipment, as instigated by the Facilities Manager. • Working safely using correct warning signs, protective clothing and safety equipment, being mindful of hazards to other staff and pupils. • Compliance with the Health & Safety practices of the School. • Safe removal of litter and waste to allocated disposal points daily, taking particular care with liquids, broken glass or other substances, which may be unsafe to other staff or pupils. • All floors to be thoroughly swept with special attention being paid to corners of rooms and • areas underneath furniture and fittings. Locking and unlocking windows and doors as directed. Windows to be open when sweeping is in progress. • Rooms, stairs and corridor walls to be dusted. Furniture to be polished. • Emptying vacuum cleaners and buffer vacuum bags. • All toilets, urinals, sinks, wash hand basins and showers must be cleaned and disinfected every night. An adequate supply of toilet paper, paper towels and soap to be maintained. • Any marks or writing on walls of rooms, corridors, toilets etc. to be removed and any damage or breakages to be reported to the Facilities Manager or duty Janitor. • Replenishing supplies of toiletries etc. as directed. Wastage of cleaning materials should be avoided. • Ensuring the Facilities Manager or Duty Janitor is aware of low stock levels of materials and equipment for which you are responsible. • Ensuring all containers of cleaning agents are correctly labelled before use and are used safely and in compliance with manufacturers written instructions and that all chemicals are securely stored away when not in use. • Cleaning and checking all equipment used after use, checking cables for wear and tear and storing away in a suitable safe area; notifying Facilities Manager or Duty Janitor of any faults found or of any defective electrical sockets, lighting, vandalism etc., in your cleaning area. • Doors must be locked, windows secured and lights extinguished on leaving rooms/premises. • Ensure mops, cloths etc., are washed and left to dry as appropriate. • Assist in keeping chemicals and cleaning materials and equipment storage areas in a clean and tidy condition. • Covering on a rota basis for absent colleagues when required, which may involve some changes in hours/times. Deep Cleans • Undertake cyclical deep cleaning which encompasses a range of activities including: o All walls to be swept down. o Woodwork and walls to be washed down. o Electric light shades to be washed. o Floors to be scrubbed, where floors have been sealed, resealing may have to be done. o Furniture to be washed and polished. School Vehicles • Internal cleaning, removal of litter and hoovering of school vehicles CLEANER – PERSON SPECIFICATION Post Summary of Role Cleaner The position of Cleaner at Jordanhill School is one of responsibility, requiring a person of high standards, service and efficiency. The duties include the day to day cleaning of the diverse school estate and buildings, as well as vehicles to include vacuuming, polishing, dusting, mopping and use of commercial cleaning equipment. Cleaners form part of the Facilities team in school and report to the Facilities Manager. Criteria Education, Training, Qualifications Skills Knowledge Health Other Desirable Training in various aspects of H&S associated with cleaning. Experience of cleaning in a professional/work environment. Experience of buffing and vacuuming equipment. Evidence App. Form Certificates App. Form Interview References Working knowledge and familiarity with commercial cleaning techniques. Service driven. App. Form Interview App. Form Interview References App. Form Interview References Essential Ability to understand and comply with work instructions (written and verbal). Methodical approach to cleaning. Ability to follow manufacturers’ instructions with regard to cleaning equipment and chemical usage. Applicants must be physically fit and able to undertake the range of duties outlined in the job description and duties. Has an ability to work alone or as part of a team. Shows an enthusiastic and positive manner. Demonstrates a flexible approach to the needs of the school and facilities team. Able to deal with all types of cleaning which may involve dealing with bodily fluids on occasion (suitable protective clothing will be supplied). Competencies Communication Motivation Customer Orientation Attitude Self-Development Essential Able to communicate clearly in a way that people understand. See the importance of sharing and communicating well. Keen to do things well and work steadily to meet targets. Enjoy challenges and works well when time is short or when things are difficult. Treat customers fairly and consistently in a professional, polite manner and provide a high quality service on time. Happy to embrace and engage in new ideas and ways of working and is able to see the good that change can bring. Keen to join in training and keep up to date with changes in skills and knowledge required. Desirable Evidence App. Form Interview References App. Form Interview References App. Form Interview References App. Form Interview References App. Form Interview References Sort out enquiries and problems promptly, keeping customers up-to- date. Can go that extra mile to exceed customer expectations. You offer support to colleagues based on what you know. You seek out chances to learn and develop. References will be taken up post-interview with the applicant’s consent if they are being actively considered for the position. Satisfactory completion of a Protecting Vulnerable Groups (PVG) Scheme Record will be required prior to taking up post as well as evidence to support eligibility to work in the United Kingdom.
Listed 6 days ago
Teacher of Primary Jordanhill School Information for Applicants www.jordanhill.gla Job Title Three posts: Teacher of Primary 2 FTE Permanent and 1FTE (Temporary)Maternity cover Deadline for application: Friday 20 February 2026 Interview date: Likely to be w/c 2nd March 2026 Start date: Monday 10 August 2026 for permanent posts Monday 20 April 2026 for maternity vacancy. Remuneration Our teachers are paid on SNCT scales and are part of the SPPA pension scheme. Welcome Jordanhill School is an exciting place to work. We are an all-through school educating children from Primary 1 to Secondary 6 and we are renowned not just for academic excellence, but for helping children experience a rounded education involving sports, music, drama and art. Underpinning our work is a commitment to our vision, values and aims. We are the local comprehensive school. No fees are paid and there is no selection on any grounds other than residency. Almost all our pupils live within the catchment area and there is a very substantial waiting list for places. Jordanhill has the highest levels of attainment and the highest percentage of pupils progressing to Higher Education amongst state schools in Scotland. Our success is founded on placing our pupils and staff at the heart of our work. We offer a wonderful learning environment, excellent resources and a commitment to help every child achieve to the very best of their abilities. Jordanhill School enjoys close links with neighbouring schools, both local authority and independent, and the wider educational community. This post offers an opportunity to become part of our highly successful Primary department and contribute to the school’s reputation and success story. We look forward to receiving your application. John Anderson Rector (Principal and Chief Executive) Page | 2 Jordanhill School Jordanhill School is situated in the West End of Glasgow. We are fortunate to be a combined Primary and Secondary School with a total school roll of approximately 1050, aged from 4 to 18. Primary has 66 pupils per year P1 to P7; Secondary 99 pupils per year S1 to S4 and 195 in S5/S6. Almost all pupils stay on to complete an S6 allowing us to offer an extensive programme of Advanced Highers. We open our S6 experience to Glasgow City pupils and regularly have around 30 pupils attending S6 from schools across the city. Jordanhill School was founded in 1920 as part of the teacher training facility at Jordanhill College and was managed by the College until 1 April 1988. From this date the school has been managed by a Company, limited by guarantee and incorporated under the Companies Act 1985, which bears the name Jordanhill School. The school is also a registered charity (SCO 04463). Jordanhill School is funded directly by a grant from the Scottish Government, under the provisions of the Jordanhill School Grant Regulations 1988. Jordanhill is the only mainstream Grant Aided school in Scotland. We are not part of a local authority which gives us significant autonomy to tailor our teaching and policies to our own pupils and staff. We work closely with Glasgow City Council with all staff entitled to participate in GCC CPD and other supports. We work closely with neighbouring Primary and Secondary schools, both state and independent. We are also member of SCIS which allows staff access to support, CPD and networking with colleagues from the independent sector too. Primary department The Primary has a role of 462 organised into 16 classes. P1-2 classes have 22 children in each and the rest of the school has 33 pupils per class. We offer a wonderful learning environment, excellent resources, and a commitment to help every child achieve to the very best of their abilities. As an all-through school, we take advantage of our close links with colleagues in the Secondary department to allow our pupils to experience Secondary input, especially in upper Primary. Both Primary and Secondary staff work together on whole school activities. We also work closely with our colleagues in Glasgow City schools on professional learning activities, including assessment and moderation. Page | 3 The Primary department is led by the Primary Headteacher supported by the Primary Depute Head Teacher and two Principal Teachers. The Primary senior leaders work in close partnership with Jordanhill School’s Rector and Depute Rector as part of the Senior Leadership Team. The Primary department receives generous support from the PTA and the school’s Educational Amenities Trust allowing it to offer an exciting range of enrichment activities. Salary Teachers at Jordanhill School are paid on the national scales (SNCT). As of 1st April 2011, the School has not recognised the Chartered Teacher status of new members of the teaching staff for salary purposes. Find out more about Jordanhill School Please visit our website to find out more about Jordanhill School: www.jordanhill.glasgow.sch.uk The Journal captures the life and work of the school and is published twice per year. The Art department contributes extensively to the Journal with pupil work featuring prominently in every edition. You can view copies of the Jordanhill Journal on our website here. www.jordanhill.glasgow.sch.uk/journal/ Page | 4 Teacher of Primary About you We seek an individual who loves inspiring young people and is passionate about education. We are proud of our school but we also recognise that we have much to learn and we are ambitious to grow. You will have drive, energy, vision and commitment to develop our pupils to their fullest potential. We seek an individual with the ability to inspire and motivate while adopting a well-grounded approach. We welcome applications from probationer teachers as well as more experienced teachers looking for a new challenge. Personal qualities • Role model professionalism in all communications and interactions with others • Communicate openly, honestly and with integrity and warmth • Build rapport with others and work constructively with others • Respond to and act positively on feedback • Invest in promoting a culture of high standards, ambition and solution-focussed approaches Invest in promoting and upholding the school’s vision, values and aims • Page | 5 Person Specification The successful applicant will be expected to: Demonstrate a sound knowledge of the Primary curriculum and an ability to plan the learning and teaching experiences for every child. Have a sound understanding of the importance of assessment as an integral part of the planning evaluation and moderation cycle. Engage in departmental development work in relation to Curriculum for Excellence and the School Improvement Plan Priorities. Show a profound interest in their own professional development Show a commitment to extend the use of ICT in the delivery of courses and in carrying out related administrative tasks, as required. Participation in training events organised by the school is essential. Demonstrate a commitment to the wider life of the school through involvement in wider achievement activities. Duties and Responsibilities Subject to the policies of the school, the post holder shall perform such tasks, as the Rector shall direct having reasonable regard to overall workload related to the following: • Teaching assigned classes together with associated preparation, marking and feedback • Developing the school curriculum • Assessing, moderating, recording and reporting on the work of pupils • Preparing pupils for examinations and assisting with their design and administration • Providing advice and guidance to pupils on issues related to their education and personal development • Working in partnership with parents, support staff and other professionals to meet the needs of children, young people and families in the learning community • Assisting in the development of Personal Learning Plans/Pupil Support Plans to promote positive outcomes for a diverse range of pupils • Undertaking appropriate and agreed professional learning to continuously improve in line with school priorities and the GTCS standards • Maintaining and developing knowledge and skills and contributing to the professional development of colleagues including probationary and student teachers • Participating in issues relating to school planning, raising achievement and individual review • Promoting and safeguarding the health, welfare and safety of pupils including supervising pupils in the grounds, dining/recreation areas or at school events • Managing pupil behaviour and promoting positive relationships consistently and in an informed manner • Contributing towards good order and the wider needs of the school including promoting our school vision, values and aims, and supervising pupils at collective activities (Appendix 3). Page | 6 Professional Learning All teachers in permanent posts will have met the Standards for Registration (GTCS) and are expected to perform to the standards exemplified therein. All teachers must meet the requirements for Professional Update established by GTCS. Professional learning needs will be assessed against the revised GTCS Standards and the development needs of the school. As teachers progress through the salary scale, they will be expected to evaluate their professional skills against the Standard for Career-Long Professional Learning (2021). http://www.gtcs.org.uk/standards/standards.aspx Selection Criteria for the Post of Teacher of Primary Selection Criteria Qualification and Registration Essential-Acceptable levels for effective job performance • Full GTCS Registration* • Required to join the PVG scheme for this type of regulated work Desirable-The attributes of the ideal candidate • Evidence of post graduate or equivalent study • Other relevant qualifications Experience • Experience in teaching using a range of • Experience of teaching at teaching strategies • Experience of planning and delivering the curriculum • Experience of working with pupils with additional support needs different stages with evidence of impact • Experience of developing assessment practices and procedures in collaboration with colleagues within and outwith the establishment • Experience of leading Professional Knowledge and Understandin g • A secure knowledge of the curricular • framework e.g. Curriculum for Excellence • Ability to plan coherent, progressive and stimulating teaching programmes which match children/young people needs and abilities • Knowledge of how current developments can support effective teaching and learning • Knowledge and understanding of literacy, numeracy, health and wellbeing in the context of the curriculum • Awareness of current policy on inclusion • Demonstrate an understanding of assessment principles to enhance teaching and learning. • Sound understanding of the practices that make great teaching and the techniques pupils can use to become better learners. innovative teaching and learning approaches with demonstrated impact Involvement in developing initiatives in line with the curricular framework e.g., Curriculum for Excellence at establishment, cluster or authority level • Commitment to research/ practitioner enquiry with evidence of impact • Advanced understanding of pedagogical techniques and their evidence base. • Evidence of work with Education Scotland or local authority Page | 7 Professional Skills and Abilities • Ability to teach with enthusiasm to motivate and inspire pupils • Self awareness and critical reflection of own strengths and areas to develop • Effective written and oral communication • Effective digital skills • Effective classroom management and organisational skills • Ability to use a variety of media and interact positively with children/young people individually and collectively • Ability to manage children/young people’s behaviour fairly, sensitively and consistently • Ability to work co-operatively with other staff and parents • Experience of assessment, moderation recording and reporting at school level • Ability to respond sensitively and appropriately to challenging situations • Evidence of highly effective strategies to support a wide range of children/young people’s needs • Experience of working with other professionals beyond the school • Experience of assessment, moderation, recording and reporting at cluster, local authority or national level • Experience of leading initiatives to enhance own and/or others’ practice • Evidence of ambitious work to raise standards Professional Values and Personal Commitment • Evidence of CLPL which has had a positive impact on self and pupils • Evidence of self-evaluation • Willingness to actively develop the ethos of • Evidence of CLPL which has had a positive impact on colleagues • Commitment to and the establishment • Commitment to support the development of children and young people to develop their skills • Demonstrate commitment to be ambitious for self, colleagues and young people. experience of out of class activities/wider achievement • Supporting positive and active partnerships within the community Other *Teachers currently on the induction scheme would be expected to attain Full Registration by the end of June 2026. Page | 8 Collective Activities The teacher working week consists of several elements: • Maximum class contact time (including any class cover) • Personal preparation and correction • Management time (where appropriate) • Collective time (the balance of time remaining) In utilising collective time, the school will seek to provide a minimum of direction and will operate on the basis of trust, mutual support and the promotion of teacher professionalism. We recognise that the contribution of many staff extends beyond their contractual obligations and that we will continue to rely on that commitment to maintain the quality of pupil experience. Collective activities can be divided broadly into two sets: Staff Focused: Curriculum, Communications & Planning Additional preparation and correction Preparation of reports, records etc. Meetings: staff, planning, department etc. PRD and professional learning Curriculum development Parents’ meetings Board and PTA activities Trade union meetings Pupil Focused: Out of School Hours Learning (OSHL) Supported study Music Sport Extended trips Additional supervised pupil activities e.g. clubs, dances… Both sets of activities are prominent in the school calendar, which is constructed to ensure an appropriate balance of demands during the year. Due to the nature of their posts, some teachers make a large contribution to OSHL activities. Such specific contractual requirements are addressed within their job descriptions. The contribution of other teachers also forms part of their job description: Contributing towards good order and the wider needs of the school including supervising pupils at collective activities. By sharing tasks, we ensure that no individual is overburdened and strengthen our common sense of purpose. Page | 9 Candidate Guidance: Completing the application form Step 1: Complete an application form and ask your line manager to complete a reference. We will review all applications and references. We ask that you send a reference alongside your application for the closing date. This reference should be completed by your current line manager/employer. • Please write in any style that best suits your presentation, with use of bullet points or narrative text as you feel appropriate. Normal text, not block capitals. • When completing the text boxes, it is often helpful to offer a heading in bold above each paragraph and to limit your examples to two or three of your best examples that you feel illustrate your work. Make sure that your examples offer evidence of impact. • A focused, concise response which emphasises impact will be preferred over one that is either overdetailed or fails to properly prioritise information. Step 2: Successful applicants will be invited for a school visit. This will involve a tour of Jordanhill School, and a meeting with the Primary Headteacher. This is an important part of the process for you as it will help answer any questions you may have about the role. We hope that this will energise you and encourage you for the next stage of the process. Step 3: You will be invited to take part in a selection process which is likely to include an interview and lesson. Candidate Guidance: How to prepare for interview • Be authentic and think about why you are the best person for the job and what you do well. • We are not interested in jargon, cliches and padding! We want to hear about your knowledge, experiences, training, reflections and growth, and how you will apply this to the role. It is also important to show humility: what do you still have to find out? what support and training will you need? • It is recognised that for many applicants you may be at a very early stage in your career. Such factors are therefore identified as desirable in the selection criteria. It is however essential that you demonstrate an appreciation of these issues and the capacity to deal with them in the future. Page | 10 Right to Work in the UK Should you be asked for interview you will be required to produce original ID to confirm your Right to Work in the UK. For further information about eligibility to work in the UK please visit the Government website UK Visas and Immigration at: https://www.gov.uk/government/organisations/uk-visas-and- immigration Protection of Vulnerable Groups (PVG) This post is considered Regulated Work with Children and/or Protected Adults in terms of the Protection of Vulnerable Groups (Scotland) Act 2007. The post is covered by The Rehabilitation of Offenders Act 1974 (Exclusions and Exceptions) (Scotland) Order 2003 (as amended), and any unspent and certain spent convictions must be disclosed. For details of which spent convictions must be disclosed see the Disclosure Scotland website: https://www.mygov.scot/working-jobs/finding-a-job/disclosure/ The preferred candidate must obtain a satisfactory PVG scheme disclosure prior to a formal offer of employment being made by Jordanhill School. Page | 11 Page | 12