WAYS IN WHICH YOU DEMONSTRATED YOUR PROFESSIONAL KNOWLEDGE AND UNDERSTANDING OF LEARNING, TEACHING, ASSESSMENT AND CURRICULUM THROUGH AN ENQUIRING STANCE.

(Consider the following: how have you increased your knowledge of research and used this to enhance, and apply, individually and collaboratively to inform your professional practice; how is your professional commitment evident in your engagement with professional learning that has enhanced your practice; how have you used innovation and creativity including the use of digital technologies to motivate and engage learners?)

JOB DETAILS

Auchmuty High School is seeking a committed and compassionate Teacher of Wellbeing. We welcome applications from secondary or primary-trained teachers committed to helping learners overcome barriers and flourish.
Our school vision – Empowering Our Potential, Building Our Character, Shaping Our Tomorrow – is at the heart of everything we do. Our core values of Respect, Empathy, Achievement and Lifelong Learning, along with key character skills like Communication, Organisation, Resilience and Employability, guide our vision for wellbeing support.
This is an exciting opportunity to support learners to empower their potential, build their character, and shape their tomorrow through inclusive, nurturing and targeted wellbeing approaches.

About the Role :

• The post holder will have the following responsibilities:
• Supporting the emotional, social and mental wellbeing of learners.
• Designing and delivering targeted wellbeing interventions for individuals and groups.
• Working with learners with Social, Emotional and Behavioural Needs (SEBN) to build trust, resilience and engagement.
• Re-engaging learners with their education in flexible and alternative environments.
• Working within our Support for Learning Faculty to ensure learners meet their potential.
• Collaborating with House Teams to support rigorous planning, tracking and assessment.
• Contributing to inclusion, equity, positive relationships, and a strong sense of belonging.

QUALIFICATION, REGISTRATION AND SKILL REQUIREMENTS

You are required to have high levels of interpersonal skills and abilities which will enable you to work as a member of a team to ensure positive outcomes for all children and young people in your setting.
You are required to demonstrate a commitment to your own professional learning as a practitioner through career-long professional learning activity and to be able to show how this has impacted on your practice.

PURPOSE AND VALUES OF EDUCATION DIRECTORATE

The Education Directorate is committed to Improving Life Chances for All through a wide range of direct services which support our children, young people, families and the wider Fife community. Our approach to improvement is rooted in our core values: Compassion, Ambition, Respect and Equity which reflect the ethos, culture and practice principles of all staff across the directorate. We strive to ensure that our attitudes and behaviour reflect these core values in all our dealings with children, young people, their families, and the wider community in partnership with those who support them.

WAYS IN WHICH YOU HAVE MODELLED AND PROMOTED THE GTCS PROFESSIONAL VALUES (SOCIAL JUSTICE, TRUST, RESPECT AND INTEGRITY) AND PROFESSIONAL COMMITMENT IN YOUR CURRENT AND PREVIOUS ROLES?

(Consider the following: how you have promoted health and wellbeing for all; how you have built positive relationships build on trust and respect; how you have motivated and included all learners; how you have demonstrated your values and moral purpose?)

About the Role :

• The post holder will have the following responsibilities:
• Supporting the emotional, social and mental wellbeing of learners.
• Designing and delivering targeted wellbeing interventions for individuals and groups.
• Working with learners with Social, Emotional and Behavioural Needs (SEBN) to build trust, resilience and engagement.
• Re-engaging learners with their education in flexible and alternative environments.
• Working within our Support for Learning Faculty to ensure learners meet their potential.
• Collaborating with House Teams to support rigorous planning, tracking and assessment.
• Contributing to inclusion, equity, positive relationships, and a strong sense of belonging