Head of Technology & Design at Education Authority Northern Ireland

Dundonald, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

05 Oct, 26

Salary

0.0

Posted On

07 Jul, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Curriculum Development, Departmental Leadership, Health and Safety Management, Classroom Management, Student Assessment, STEM Integration, CAD/CAM, Risk Assessment, COSHH Compliance, Staff Mentoring, Educational Leadership, Pedagogy, Special Educational Needs Support, Data Analysis, Budgeting and Procurement, Public Examination Preparation

Industry

Education Administration Programs

Description

JOB DESCRIPTION JOB TITLE: Head of Technology & Design REPORTS TO: Principal PROFESSIONAL DUTIES OF A TEACHER TEACHERS’ (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 Additional Duties Head of Technology & Design Health and Safety a) To take lead responsibility for health and safety within all Technology rooms and workshops in line with EA guidance and relevant legislation. b) To ensure that all practical activities are supported by appropriate and regularly reviewed risk assessments. c) To ensure compliance with regulations relating to machinery and equipment, including maintenance, safe operation and staff competence. d) To oversee the safe storage, handling and disposal of materials in accordance with COSHH regulations. e) To ensure all staff and pupils are appropriately trained in safe working practices and the correct use of equipment and PPE. f) To monitor and maintain a safe working environment through regular audits and inspections. g) To investigate and report accidents/incidents and implement corrective actions. h) To manage health and safety documentation and ensure it is inspection-ready. Conditions of Service The conditions of service for this post will be in accordance with the Regulations of the Department of Education for Northern Ireland. Additional roles and responsibilities. We are looking for a dynamic leader and teacher committed to working as part of a team committed to raising standards. The Head of Department role will require collaboration with a link member of the Senior Leadership team to track, monitor and evaluate the department’s curriculum model. Leadership and Management • To be responsible for the organisation and management of a subject department in accordance with the policies, procedures and guidelines agreed by school leadership, and to undertake any other duties or tasks related to this position which may be reasonably required by the principal. • To formulate, implement, monitor, and evaluate Departmental Schemes of Work including, rationale, aims, objectives, staffing, staff development, resources, progression/continuity, differentiation, special needs approach, teaching methods, assessment arrangements, homework policy, cross-curricular themes, inter-subject links, numeracy, literacy, I.C.T., careers education and evaluation procedures in line with the 4 phase programme. · To develop implement and review regularly, a department improvement plan in line with whole school priorities as outlined in the school development plan. • To ensure adequate resources are in place to deliver efficiently and effectively the curriculum, to undertake and delegate (when necessary) the requisitioning process. • To monitor and support the work of a team of Teaching and non-Teaching staff, to create a purposeful working atmosphere in which every member of staff and their work is valued. • To establish high expectations for all pupils, to monitor their progress and ensure that appropriate guidance and intervention strategies are implemented and reviewed for improvement. • To undertake appropriate assessment measures (formative and summative) that aid pupil progress, formal exam sessions throughout and at the end of year fall within this remit. To use varied forms of assessment including teacher observations, collegiate book looks, trusted colleague network, sharing best practice, discussions with students, feedback for improvement, written tests, practical interactive activities, and other structured assessment tools measured to pupil stages of development. • Plan and organise the curriculum for the subject/related subjects throughout the school, establishing how excellent standards, continuity and progression can be achieved and sustained. • Regularly and systematically provide guidance to colleagues on content, methodology and resources ensuring that all pedagogy is underpinned by evidence informed research. • To work collaboratively with their link Senior Leader to ensure appropriate target setting and sharing of effective practice. • To create a team identity within the department, holding departmental meetings which are purposeful, structured, recorded, tasks delegated, followed up and evaluated. • To prioritise, monitor and review quality teaching and learning within the Department through regular lesson observations and other qualitative and quantitative measurement tools. To provide support and challenge underperformance. • To liaise with the additional educational needs team to ensure active implementation of strategies to support all pupils to achieve, including the use of IEPS and PLP’s. • To establish with the Department a coherent system of celebrating student achievement, to create the required ethos of mutual respect and understanding. • To share with the Senior Leadership Team the responsibility for the professional development of staff as appropriate to their needs. • To support and advise fellow colleagues in disciplinary action when appropriate and in accordance with the procedures established in School policy. • To undertake and provide evidence of self-evaluation at departmental and individual basis on a regular basis. • To complete a yearly analysis of departmental results, identify trends, strategies for improvement and priority students using data and benchmarking to monitor progress in every child’s learning. • To lead learning within the department by ensuring there is regular monitoring of on-going improvement, using regular data to track student performance and underachievement. • Use pupil voice to monitor and evaluate classroom practice using questionnaires, surveys, and verbal feedback. • To review the qualifications on offer on an annual basis and change if required, to meet the ever changing profile needs of students. • To liaise with primary schools and community groups, and coordinate activities to develop strong relationships within the community • To teach other subjects as required by the needs of the school. • - To effectively line manage technical support staff and oversee the efficient procurement, maintenance and allocation of departmental resources and equipment. • To ensure that all practical activities are appropriately adapted to meet the needs of pupils with additional educational needs, promoting safe and inclusive participation for all learners. • To promote sustainable practices within the department, including the responsible use of materials and the development of environmentally conscious design approaches. • To ensure the department is fully prepared for internal and external quality assurance processes, including compliance with ETI expectations and contribution to whole-school self-evaluation. • To lead the effective integration of digital technologies, including CAD/CAM and e-learning tools, to enhance teaching, learning and assessment within the department. • To lead and promote STEM across the department and wider school by fostering strong cross-curricular links with Science and Mathematics, modelling collaborative practice, and supporting the planning and delivery of primary liaison activities that enhance pupil engagement and contribute to school improvement. 1) Exercise of general professional duties A teacher who is not a principal shall carry out the professional duties of a teacher as circumstances may require:- (a) if he/she is employed as a teacher in a school under the reasonable direction of the principal of that school; (b) if he/she is employed by a board on terms under which he is not assigned to any one school, under the reasonable direction of that board and of the principal of any school in which he/she may for the time being be required to work as a teacher. 2) Exercise of particular duties (a) A teacher employed as a teacher (other than a principal) in a school shall perform, in accordance with any directions which may be reasonably given to him/her by the principal from time to time, such particular duties as may reasonably be assigned to him/her. (b) A teacher to whom paragraph 1(b) refers shall perform, in accordance with any direction which may reasonably be given to him/her from time to time by the board or by the principal of any school in which he/she may for the time being be required to work as a teacher, such particular duties as may reasonably be assigned to him/her. 1. Planning 1.1 Planning and preparing courses and lessons; 1.2 Teaching, according to their educational needs, the pupils assigned to him/her, including the setting and marking of work to be carried out by the pupils in school and elsewhere; 1.3 Assessing, recording and reporting on the development, progress and attainment of pupils. 2. General 2.1 Promoting the general progress and well-being of individual pupils and of any class or group of pupils assigned to him/her; 2.2 Providing advice and guidance to pupils on educational and social matters and on their further education and future careers including information about sources of more expert advice on specific questions, making relevant records and reports; 2.3 Making records of and reports on the personal and social needs of pupils except in instances where to do so might be regarded as compromising a teacher’s own position; 2.4 Communicating and consulting with the parents of pupils; 2.5 Communicating and co-operating with such persons or bodies outside the school as may be approved by the employing authority and the Board of Governors; 2.6 Participating in meetings arranged for any of the purposes described above. 3. Assessment/Reporting Providing or contributing to oral and written assessments, reports and references relating to individual pupils and groups of pupils except in instances where to do so might be regarded as compromising a teacher’s own position. 4. Staff Development/Professional Development 4.1 Participating, if required, in any scheme of staff development and performance review; 4.2 a) Reviewing from time to time his/her methods of teaching and programmes of work; b) Participating in arrangements for his/her further training and professional development as a teacher. 4.3 Advising and co-operating with the Principal and other teachers (or any one or more of them) on the preparation and development of courses of study, teaching materials, teaching programmes, methods of teaching and assessment and pastoral arrangements. 5. Discipline/Health and Safety 5.1 Maintaining good order and discipline among pupils in accordance with the policies of the employing authority and safeguarding their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere. 5.2 Participating in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements. 6. Public Examinations Participating in arrangements for preparing pupils for public examinations and in assessing pupils for the purposes of such examinations; recording and reporting such assessments; and participating in arrangements for pupils’ presentation for and supervision during such examination. 7. Review and Development of Management Activities/Administration 7.1 a) Contributing to the selection for appointment and professional development of other teachers, including the induction and assessment of probationary teachers; b) Co-ordinating or managing the work of other teachers; c) Taking such part as may be required of him/her in the review, development and management of activities relating to the curriculum, organisation and pastoral functions of the school. 7.2 a) Participating in administrative and organisational tasks related to such duties as described above, including the management or supervision of persons providing support for the teachers in the school and the ordering and allocation of equipment and materials. b) Subject to the provisions of Article 22 of the Order, attending assemblies; c) Registering the attendance of pupils and supervising pupils, whether these duties are to be performed before, during or after school sessions. 8. Number of days/Hours of work 8.1 a) A full-time teacher, other than a teacher employed in a residential establishment, shall be available for work on 195 days in any year of which not more than 190 days should involve teaching children in a classroom situation; b) A teacher, other than a teacher employed in a residential establishment, shall be available to perform such duties at such times and such places as may reasonably be specified by the Principal, or where he/she is employed by a Board on terms under which he/she is not assigned to any one school by the Board or the Principal of any school in which he/she may for the time being be required to work as a teacher, for 1,265 hours in any year exclusive of time spent off school premises in preparing and marking lessons and time spent travelling to and from the place of work; c) A teacher may not be required to teach as distinct from supervise children in a classroom situation for more than 25 hours in any week in a primary or special school and 23.5 hours in any week in a secondary school; d) Unless employed under a separate contract as a mid-day supervisor, a teacher shall not be required to undertake mid-day supervision; e) Subject to paragraph (f) all teachers shall be required to have a break of at least 30 minutes between the hours of 12 noon and 2.00 pm; f) Teachers in nursery schools and nursery units in primary schools shall be required to have a break of at least 30 minutes between the hours of 12 noon and 2.30 pm; g) For the purposes of this paragraph, a ‘year’ means a period of 12 months commencing on 31st July and a ‘week’ means a period of 7 days commencing on a Sunday. 9. Staff cover 9.1 Supervising and teaching any pupils whose teacher is not available provided that: a) In schools with an average daily enrolment of 222 or less, in primary 1 and primary 2 classes in schools with an average daily enrolment greater than 222 pupils and in nursery classes in primary schools a teacher other than a supply teacher shall not be required to provide such cover: b) In schools with an average daily enrolment greater than 222 pupils a teacher other than a supply teacher shall not be required to provide such cover after the second day on which a teacher, other than a teacher of primary 1 or primary 2 class or of a nursery class in a primary school, is absent or otherwise not available, or from the first day if the fact that the teacher would be absent or otherwise not available for a period exceeding 2 days was known to and agreed by the employing authority in advance. This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time. In accordance with Section 75 of the Northern Ireland Act (1998), the post-holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times. PERSON SPECIFICATION NOTES TO JOB APPLICANTS You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You should clearly demonstrate this for both the essential and desirable criteria, where relevant. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise. The stage in the process when the criteria will be measured is outlined in the table below. Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form. Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role. In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form how you meet any desirable criteria. SECTION 1 - ESSENTIAL CRITERIA The following are essential criteria which will initially be measured at the shortlisting stage and which may also be further explored during the interview/selection stage. You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted. Factor Essential Criteria Criteria suggestions Method of Assessment Qualifications/ Professional Membership Applicants must at the closing date for receipt of completed applications: Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland Hold a degree or equivalent Level 6 qualification which has prepared the applicant to teach Technology is the major component or equivalent Hold relevant qualifications relating to workshop practice as recognised by the Department of Education (NI) to meet health and safety requirements. Shortlisting by Application Form Experience The criteria that will be applied at shortlisting is as follows (please note that experience must be accrued by the closing date for receipt of completed applications): Have a minimum of 2 years’ demonstrable experience of teaching Technology to Key Stage3 and Key Stage 4 within the last 7 years Experience/ability to teach Technology and design based subject to GCSE/Level 2 Shortlisting by Application Form Other Be registered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post Pre-employment Check SECTION 2 - ESSENTIAL CRITERIA The following are additional essential criteria which will be measured during the interview/selection stage. Factor Essential Criteria Method of Assessment Knowledge Proven track record of outstanding teaching including performance outcomes at Key Stage 4 Knowledge of Northern Ireland Curriculum; Knowledge and understanding of Safeguarding and Child Protection policy/practice Knowledge of the SEND Code of Practice Interview Skills / Abilities The ability to undertake self-evaluation on an individual and department basis and utilise these results to positively influence whole school improvement (provide evidence in practice) Ability to lead Technology subject support interventions for Key Stage 3 and Key Stage 4 Ability to deal appropriately with pupils and parents Ability to offer subject specific extra-curricular clubs. Ability to lead teams, build leadership capacity and promote professional learning (provide evidence in practice) Interview Values Orientation / Identification with School Ethos Evidence of how your experience and approach to work reflect the School’s Values/ethos. You will find information about our Values/ethos on the school's website Interview SECTION 3 - DESIRABLE CRITERIA Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted. Factor Desirable Criteria Method of Assessment Qualifications and Experience Minimum of 2 years’ demonstrable experience of teaching Carpentry at Key Stage 4 to achieve positive learning outcomes Demonstrable experience of using a range of effective classroom approaches to provide support and challenge children and young people of all abilities, including those with Special Educational Needs Demonstrable experience of monitoring pupil progress, performance, target setting and intervention Demonstrable experience of assisting with and/or co-ordinating an area of the curriculum in particular Technology Experience of organising relevant STEM Community/Industry Links. Demonstrable experience of teaching pupils for whom English is not their first language Demonstrable experience of teaching children in withdrawal groups to support learning Willingness to teach other subject areas as and when required by the needs of the school. Shortlisting by Application Form DISCLOSURE OF CRIMINAL BACKGROUND The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’. In the event that you are recommended for appointed to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that you WILL be expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage. Further information can be accessed at NI Direct or the Department of Justice. APPLICANT GUIDANCE NOTES To view the applicant guidance notes, please click here. To learn about the many great benefits of joining the Education Authority, click here The Education Authority is an Equal Opportunities Employer

Responsibilities

Lead the Technology & Design department by managing curriculum delivery, staff performance, and student progress. Ensure strict adherence to health and safety regulations within workshops and promote STEM integration across the school.