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Accelerate Teaching, an esteemed educational agency dedicated to empowering students and fostering academic excellence, invites applications for the role of Teaching Assistant at a reputable Secondary School located in Wakefield. This is an exceptional opportunity for passionate individuals to make a meaningful impact on young minds and contribute to their educational journey.
Position: Teaching Assistant
Location: Wakefield
Start Date: September 2024
Responsibilities:
- Support classroom teachers in delivering engaging and effective lessons, ensuring students' understanding and participation.
- Provide one-to-one assistance to students who require additional support, helping them overcome academic challenges and achieve their full potential.
- Assist in the planning and preparation of educational resources and materials, fostering a dynamic and stimulating learning environment.
- Contribute to the assessment and monitoring of student progress, offering feedback and guidance to facilitate continuous improvement.
- Collaborate with colleagues and parents to create a supportive network for students, promoting their holistic development and well-being.
Requirements:
- Previous experience working in an educational setting is essential, demonstrating a strong understanding of classroom dynamics and student support strategies.
- A genuine passion for education and a commitment to nurturing the academic and personal growth of young learners.
- Excellent communication and interpersonal skills, with the ability to build rapport with students, colleagues, and parents.
- Adaptability and resilience in a fast-paced environment, with a proactive approach to addressing challenges and embracing new opportunities.
- Relevant qualifications or training in education or related fields are advantageous.
If you are dedicated to inspiring the next generation and ready to embark on a rewarding career in education, we encourage you to apply for this exciting role. Please submit your CV to (url removed) to be considered for this position.
