Associate Teacher: Occupational Profile

 

The Associate Teacher is a stand-alone role.  This is a new named occupation introduced to the schools and education workforce to recognise the contribution of an essential element of the educational workforce that can be found between teaching assistants and teachers. It is recognised that there are a number of roles that currently exist in educational institutions which could legitimately fall under this new nomenclature.

 

The named role will develop a professional community for a myriad of existing roles, as well as offering additional capacity to the sector. It will create opportunities as well as enabling coherent recognition for the diversity of roles required in a healthy workforce ecology. It will also open up a progression route for colleagues who are already making a contribution, and who wish to enhance their knowledge and skills.

 

This occupation is found in education. Associate Teachers work in the public, independent and voluntary sectors. Work may be carried out in the classroom or outside the main teaching area.

 

Associate Teachers work in the context of dynamic educational environments which offer different educational models in relation to shifting demographics, innovation and evolving digital technology.  Consequently this role required an integrated Foundation Degree.

 

Employers will range in size from single educational institutions of less than ten employees, to multi-academy trusts or multi-academy collegiate with several thousand employees.

 

The L5 Associate Teacher role will enhance and enrich recruitment and retention within educational institutions by securing essential roles at this level and by offering progression opportunities. The role could offer a progression from T Levels in education or other appropriate Level 3 qualifications as well as offering progression to Level 6 Standards.

 

On successful completion, Associate Teachers who would like to train to become a teacher, would be able to undertake a ‘top up’ programme of up to 120 (minimum 60) Level 6 credits in order to gain an undergraduate honours degree. This could be subject, phase specific or in relation to a specialist area of provision. Such applicants would then also need to ensure that they meet the entry requirements for an accredited QTS programme. The ITT entry requirements include GCSE English and mathematics – Grade 4 or above plus Science Grade 4 or above for those working in the primary phase.

 

Level 3 Entry qualifications appropriate for an apprenticeship with an integrated Foundation Degree Qualification.

The broad purpose of the occupation is…

 

to be a proactive and influential colleague who skilfully provides subject and / or specialist teaching and learning support for classes and groups of learners in order to achieve high quality outcomes.

 

Associate Teachers provide a complementary service to teachers and other staff, focussing on principled evidence informed practices in order to achieve the best outcomes for learners in a subject, phase or specialist context.

 

The increasing diversification of roles within schools will require Associate Teachers to work alongside teachers, teaching assistant and specialists to play a key and active role in inspiring learners to engage, to be enthused, to progress and achieve well.

 

Associate Teachers will demonstrate, and commit to improving principled practices in relation to assessment, behaviour management, curriculum design, subject knowledge, and pedagogy for the benefit of the learners within the communities that they serve. This will be evidenced through the required integrated Foundation Degree.

 

 

Associate Teachers will work with all learners from diverse backgrounds in order that they achieve high quality educational outcomes. Associate Teachers will contribute to developing a sense of inclusion and belonging within and for a school community.

 

In their daily work, an employee in this occupation interacts with:

  • teachers, including those that supervise this role. They will work under the direction of a qualified teacher, in order to actively plan, organise, deliver and review high quality subject/specialist/phase learning sequences for classes and groups of pupils. They may also work in a ‘Team Teaching’ capacity under direction of a qualified teacher
  • senior leaders in relation to supporting the wider life of the school, including enrichment activities focused on developing  the social, emotional, health and well-being aspects associated with  thriving in an effective educational context
  • teaching assistants, including those with specialist designations
  • subject / phase or specialism teams and co-workers
  • specialist support colleagues who contribute to learners’ experiences through multi-disciplinary or enrichment provision
  •  parents, carers and family members or associated professionals who support and enable learners to access education.

 

Associate Teachers will have a supervisory, coaching or mentoring role as part of their subject / specialist / phase specific work in relation to Level 3 and 4 colleagues.

An employee in this occupation will be responsible for…

 

Actively planning curriculum, phase specific or specialist programmes with teachers in order to implement, assess and review sequences of teaching and learning for both whole classes and groups of pupils. They will work under the overall direction and supervision of a qualified teacher.

 

Associate Teachers will be principled practitioners, informed and challenged by a research focused evidence-base.  They will commit to improving their practice through evaluation and reflection. They will participate in professional development opportunities appropriate to their specialist, phase or subject role. These will include engagement with the knowledge and understanding that precedes and relates to that specified within the Core Content Framework.

 

Associate Teachers will adhere to the DfE requirements in relation to the regulation of the role of Associate Teacher.

 

Associate Teachers must be emotionally intelligent, enthusiastic, caring, eager-to-learn and resilient individuals, able to manage their own well-being, recognise boundaries of their practice and know when and how to access support. They will work in a manner that values diversity, and actively promotes equality of opportunity and inclusion so as to develop a sense of belonging and to facilitate children’s understanding of a diverse society.

 

Associate Teachers must be organised and capable of maintaining and developing appropriate and quality records that enable the efficient, effective and accurate sharing of records appropriate to GDPR and other regulatory frameworks as appropriate.

 

Associate Teachers will actively contribute to the creation, organisation and maintenance of appropriate resources relevant to their subject and /or specialism and / or phase.

 

Associate Teachers will work within a framework of national legislation regarding safeguarding and within the policies and procedures of their individual education organisations.

 

Typical Job Titles:  Associate Teacher, Learning Support Mentor, Support Tutor, Academic Mentor. (Whilst the role of Associate Teacher is a new one, it will create the opportunity to professionalise a number of existing endeavours)

 Associate Teacher: Duties

1. Act in the best interest of teachers and their learners by promoting a passion for learning and maintaining a focus on high quality outcomes for all.
2. Communicate effectively with internal and external audiences for the benefit of learners’ educational experiences and achievements. Internal audiences will include teachers, co-workers, teaching assistants and senior leaders. External audiences will include specialist, subject and phase colleagues, as well as parents and carers.
3. Act in accordance with codes of conduct, policies and procedures relevant to child protection and health and safety, confidentiality, data protection and e-safety.
4. Critically engage with appropriate research and evidence bases in order to develop and contribute principled practices in relation to assessment, curriculum design, subject knowledge, and pedagogy for the benefit of the learners in the designated subject/phase or specialist area.
5. Plan sequences of learning appropriate to the subject and / or specialism and / or phase by working collaboratively with and under the direction of a qualified teacher so as to demonstrate principled practices that benefit learners.
6.  Assess, record and report on learners’ development progress and attainment, recognising when it is appropriate to refer to others for further assessments, either by supervising and directing L3 or L4 colleagues or by referring to qualified teachers or middle/senior leaders.
7.  Work alongside qualified teachers to support learners to access their next steps in learning by being informed of the subject/phase / specialism expectations across age and ability ranges.
8. Organise, deliver and review high quality learning sequences that support pupils in developing their social and emotional well-being, sharing progress and concerns with qualified teachers as appropriate
9. Demonstrate high expectations of behaviour from learners in both formal and informal learning situations that are consistent with those modelled and shared by qualified teachers.
10. Use specialist skills (including subject knowledge)  to support pupils’ learning and teachers’ planning by drawing on evidence informed and sustainable practices, including the preparation and maintenance of resources, including digital materials
11. Engage productively with professional learning opportunities so as to maintain and enhance specialist knowledge, for example as a member of a subject, specialist or phase-specific community.
12. Contribute to subject / specialist / phase improvement plans by reflecting on principled practices in relation to an informed research and evidence base.
13. Work within professional boundaries, legal and ethical standards to support and supervise others with the phase/ subject / specialist team. This could include coaching and mentoring as appropriate to the educational organisation.
14.  Lead, organise and participate in enrichment activities identified as appropriate to the educational organisation by senior leaders. These could include subject clubs, additional sports or social activities, or events that relate to learners’ health and well-being.
15. Act mindfully and support all colleagues in the positive management of their own and other’s wellbeing.
16. Engage in the performance review process, so as to identify and address professional development targets commensurate with the role.