Maths Teacher in Birmingham - LTF Recruitment Ltd

Maths Teacher - Alternative Provision
Location: Walsall (WS7)
PayScale: £150 - £180 per day
Working Day: Monday to Friday 08:00 - 15:30
Duration: Long-term to permanent
Start date: Immediate
Mainly 1:1 teaching or very small groups of students with TA support in every room.
Freedom to create and deliver your own curriculum.
A small, close knit school community.
An education setting with a real focus on the wellbeing of students.
LTF Recruitment are looking to appoint an enthusiastic, creative teacher of Maths to work alongside a dedicated, motivated team in an Alternative provison. The successful candidate will be working closely with a range of students, delivering high quality Maths lessons whilst supporting their social, emotional, and physical wellbeing.
Key responsibilities:
Plan and deliver engaging maths lessons to small classes of students.
Differentiate the learning experience to meet the diverse needs of students with SEN.
Assess pupil progress appropriately dependant upon where pupils are at now and where they need to be.
Engage in the whole school ethos, assisting colleagues with activities outside of your classroom.
Work collaboratively with support staff and other professionals to give the students the very best educational offer.
The successful candidate will:
Have QTS (specialising in Maths).
Experience of working with students with learning, challenging, emotional or behavioural difficulties, whether in a mainstream or alternative setting.
Excellent subject knowledge.
Knowledge of current developments in the subject and subject-specific pedagogy.
The ability to establish trusting relationships with students, families and professionals.
The ability to use student data to inform curriculum planning and student support strategies and intervention.
If this is a career path that interests you, please upload your CV via the application page or contact Matt at LTF recruitment. Please note, all applicants will require a DBS certificate and two references.

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