ACADEMICS
Are you a Maths Graduate, interested in gaining invaluable paid school experience by working as a Maths teaching assistant within a school’s Mathematics department?
A high-achieving East London based secondary school is looking to appoint a Maths graduate to work as a Maths subject teaching assistant. This is an ideal role for a Maths graduate with a passion for working with young people.
Do you hold a Maths-related Degree?
Would you like the opportunity to gain invaluable school experience by working as a subject-specific Maths teaching assistant?
Can you commit to a full-time role?
Are you considering a career in secondary teaching?
Maths Graduate Teaching Assistant Role:
- Maths degree required
- ASAP start
- East London location
- Maths Department based
- Ideal position for an aspiring Maths teacher
An outstanding secondary school located in East London is looking to appoint a Maths graduate to work as a teaching assistant. You will be based within the school’s high-achieving Mathematics department and will get the opportunity to gain invaluable experience.
As a Maths subject-specific teaching assistant, you will be supporting the Head of Department and teachers in all things related to the Mathematics subject. The role will involve assisting students from Year 7 – Year 11 in small groups and on a 1:1 basis. You will also get the opportunity to support students in anticipation of their exams.
The school is looking for a bright, enthusiastic graduate who has an interest in teaching and would like the opportunity to work in their subject area. You will need to have a Maths Degree and ideally some form of paid or voluntary experience. You may have gained this experience in several ways such as tutoring, youth work, voluntary school work, or overseas teaching.
The school is based in the London borough of Tower Hamlets and is the ideal environment for aspiring teachers looking to gain experience ahead of teacher training.
To apply for this teaching assistant role, please send your CV to Neil at Academics.
