- The high morale, sense of belonging and positive ethos of the school community
- The contributions of young people to improvements and our significantly improved attainment
- The nurturing, inclusive work of staff across the school in supporting young people's learning and wellbeing
- The strong, positive relationships between staff and students
Transition Teachers - Edinburgh, United Kingdom - East Lothian Council
Description
Vacancy Information
Days of Work:
Monday - Friday
To start 12th August .
For posts starting August, applications are welcome from current probationers pending attainment of full registration with the GTCS.
Preston Lodge High School is a non-denominational secondary school serving the communities of Cockenzie, Port Seton, Longniddry and Prestonpans. Our roll is currently , and the school is very easily commutable from Edinburgh. The strengths of our school are:
Our motivated staff, students, parents, carers, and community have worked hard to further improve all aspects of our school, and staff love working at Preston Lodge. We are a happy school, and new staff report very positively on our school's culture and ethos.
Our work is focused on continuously improving our approach to classroom practice, developing student and staff learning, improving our curriculum offer and improving attainment, with a keen focus on our equity gap. The home-grown PL Learning Cycle ensures staff and students work together to develop an understanding of not just what key skills should be learned by students, but how they should be learned and why they are important.
We have unusually strong Positive Destinations data, and we are working hard to diversify our Senior Phase, to better meet the needs of all students. We are increasingly exploring alternative awards for young people. For example, we are a big user of the Open Universities Young Applicants in Scottish Schools scheme and have an increasing number of students participating in Youth Achievement Awards - all S3 students now undertake the Bronze Award of this scheme. This session we have introduced four one-year in-school Foundation Apprenticeships into our Senior Phase, and we have now determined to maintain a long-term role for Home Rooms in our S1 Curriculum.
S1 Home Rooms at Preston Lodge were the result of a very challenging session 23-24, when RAAC-related building disruption forced us to completely rethink our S1 curriculum. From August to November our S1s were accommodated in five off-site locations (our cluster primaries and the Pennypit Centre) for all learning, apart from a selection of practical subjects. Although this was logistically challenging, we learned a great deal about better approaches to S1 learning, and once our S1 students were back in our building we undertook extensive consultation with students, families, staff and wider stakeholders, considering the potential long-term benefits of S1 Home Rooms.
Our school has now emerged from a challenge period stronger than before, and we expect Home Rooms to play a key role in our development of a better S1 experience. We are now working on a finalised rationale and framework for our S1 curriculum, and as a rough guide we expect around 10 of our 32 S1 periods to be spent in Home Rooms, primarily focusing on literacy, numeracy and project-based learning.
The three Home Room teachers we appoint will work with a Principal Teacher to adjust and develop the Home Room offer put in place this session, and liaise with existing subject teams and our catchment primaries to develop a strong S1 curriculum.
This is an exciting time for Preston Lodge High School, and the community it serves. Although our new website is still in development, a lot of information can already be found at Details
To undertake class teaching duties.
Subject to the policies of the school and the education authority the duties of teachers, promoted and unpromoted, are to perform such tasks as the Head Teacher shall direct having reasonable regard to overall teacher workload related to the following categories-
a. teaching assigned classes together with associated preparation and correction.
b. developing the school curriculum.
c. assessing, recording and reporting on the work of pupils.
d. preparing pupils for examinations and assisting with their administration.
e. providing advice and guidance to pupils on issues related to their education.
f. promoting and safeguarding the health, welfare and safety of pupils.
g. working in partnership with parents, support staff and other professionals.
h. undertaking appropriate and agreed Career Long Professional Development (CLPL).
i. participating in issues related to school planning, raising achievement and individual review.
j. contributing towards good order and the wider needs of the school.
Please download the Job Outline/Person Specification (available under '