Wayman Group is currently seeking a highly motivated and passionate Physics teacher to join an impressive school in Camden. As a renowned specialist recruitment agency with over 20 years of experience in the education field, we are dedicated to finding and connecting talented individuals with exceptional career opportunities. The school we are partnering with has a well-established reputation for its unwavering commitment to academic excellence and fostering a supportive environment for both students and staff. By joining this remarkable institution, you will have the chance to make a significant difference in the lives of young learners. If you are seeking a new challenge and are eager to positively impact the educational journey of students, this opportunity could be the perfect fit for you.
Responsibilities
1. Plan, prepare, and deliver high-quality Physics lessons to students.
2. Use a variety of teaching techniques and resources to engage and motivate students.
3. Develop and implement innovative lesson plans to cater to different learning styles.
4. Provide regular feedback and assessment of students' progress.
5. Create a positive and inclusive classroom environment that encourages active participation.
6. Collaborate with colleagues to develop curriculum and share best practices.
7. Participate in school activities and initiatives, such as parent-teacher conferences and extracurricular programs.
Minimum Requirements
1. Bachelor's degree in Physics or a related field.
2. Qualified Teacher Status (QTS) or equivalent.
3. Proven experience in teaching Physics at the secondary level.
4. Excellent subject knowledge and understanding of the national curriculum.
5. Strong organizational and time management skills.
6. Effective communication and interpersonal skills.
7. Ability to inspire and motivate students.
8. Commitment to professional development and staying up-to-date with the latest educational practices.
Application
To be considered for this Physics Teacher position please forward a CV as soon as possible.
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