School Improvement Professional - Locality School Improvement Teams - 3 po at Education Authority Northern Ireland

Dundonald, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

04 Feb, 26

Salary

0.0

Posted On

06 Nov, 25

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

School Improvement, Teacher Professional Learning, Leadership, Self-evaluation, School Development Planning, Academic Performance, Learning and Teaching, Data Analysis, Collaboration, Stakeholder Engagement, Governance, Monitoring, Evaluation, Curriculum Knowledge, Project Management, Communication

Industry

Education Administration Programs

Description

JOB DESCRIPTION Service Area: Education Directorate – School Development Service RESPONSIBLE TO: Head of School Improvement Locality North or Locality East. Nursery and Primary RESPONSIBLE FOR: The Locality School Improvement officer will be responsible for leading the provision of high-quality strategic support and challenge to schools across the locality, working as part of the locality school improvement team, in order to improve the quality of educational provision and outcomes for children and young people. It will also include supporting the Education Authority’s implementation of the TransformED programme and other DE and EA priorities. Job Purpose The School Development Service (SDS) provides high quality strategic support and challenge to school principals, Boards of Governors and school staff in order to ensure that standards are raised and education outcomes for children and young people are improved. The SDS seeks to develop a network of self-evaluating, sustainable, high performing schools, with effective leadership and teaching, in which pupils are empowered and enabled to achieve their full potential. All schools will be monitored, supported and challenged through the work of School Improvement Locality Teams. Schools will be monitored, identified and prioritised for support and challenge. School Improvement officers draw on a range of intervention strategies, involving direct support and challenge, as well as the brokering, commissioning and facilitation of support services from schools and other providers. The SDS nurtures existing networks of schools and practitioners and will support the development of new ones, in order to facilitate school to school support at local level. All School Improvement Professionals work closely with other officers across the Education Directorate and other Directorates, to ensure that school improvement is integral to other regional services, and contributes to improved outcomes for all children and young people. School Improvement Responsibilities The School Improvement Professional Locality Officer has the following responsibilities: Provide challenge and support to schools in raising standards and enabling the EA to meet Department of Education priorities. Act as a School Improvement Professional for schools within the identified locality, ensuring the provision of support and challenge in relation to: Leadership and management. Self-evaluation. School development planning & target setting. Academic performance. Learning and teaching. Undertake a leadership role in identified aspects of school improvement within the locality and / or phase team. Undertake analysis of school performance and management data and contribute to development of school profiles and SDS information systems. Contribute to the process for the identification of schools where there is potential or actual cause for concern. Undertake the role of School Improvement officer for identified priority schools. Support and develop existing and new clusters and networks of schools and practitioners within the locality, to develop collaborative working which will contribute to school improvement. Identify and disseminate effective practice and facilitate access to networks and examples of effective practice. Monitor and evaluate how effectively schools are working towards DE priorities. Support the identification of under-achieving groups of pupils, by monitoring the quality of education to ensure that all pupils have an equal opportunity to learn and achieve. Represent the EA at Boards of Governors’ meetings, as required. Undertake the role of Assessor, within the appointment scheme for Controlled Schools, as required. Attend meetings relating to the inspection process in schools within the locality. Lead and contribute to project teams and working groups established to support EA & DE priorities, as required. Maintain personal knowledge of the curriculum, of teacher professional learning, and of strategies for monitoring, evaluation, and the development of high-quality educational provision. Contribute to responses to Assembly Questions, FOI requests, correspondence and complaints in relation to schools within the locality. Contribute to the preparation of EA Board and Committee papers as required. Undertake such training as may be required for his/her own personal and professional development. Other duties and responsibilities applicable to the role of School Improvement Professional Challenge performance and work to agreed protocols. Act as an enabler by providing professional support to drive delivery. Enable knowledge transfer through reference to up-to-date knowledge and access to local and national exemplars. Be insightful in analysing all aspects of a school’s performance; including examination data, and inspection and/or review evidence. Support schools to self-evaluate the quality of leadership, including governance; learning and teaching; and pastoral provision. Support schools to challenge underperformance and assist with improvement. Have an up-to-date knowledge of relevant educational legislation and guidance and keep abreast of developments in educational research and effective practice. Lead and advise on governance roles, responsibilities and relationships, including school performance, and financial accountability. Promote good corporate governance behaviour and adherence to the Nolan Principles of conduct. This job description is intended to provide a broad outline of the responsibilities and is not intended to be exhaustive. Other reasonable duties may be assigned by the Head of Service in consultation with the post-holder. In accordance with Section 75 of the Northern Ireland Act (1998), the School Improvement Professional is expected to promote good relations and equality of opportunity, and to pay due regard to equality legislation at all times. To view the summary of terms and conditions for this post, click here. PERSON SPECIFICATION NOTES TO JOB APPLICANTS 1. 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. 2. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise. 3. The stage in the process when the criteria will be measured is outlined in the table below. 4. 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. 5. 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. 6. 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 on 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 Method of Assessment Qualifications Experience Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland. Shortlisting by Application Form Experience Have a minimum of two years' demonstrable experience of leading and contributing to at least three of the following areas within the nursery and/or primary sector:* a. School Improvement; b. Teacher Professional Learning; c. Development and facilitation of school and teacher networks; d. The identification and dissemination of effective practice; e. Collaboration and/or consultation with a range of stakeholders. *Applicants should clearly demonstrate that they have two years’ experience in each of the three (or more) individual areas selected from the list above rather than combining several areas within a response. AND Have demonstrable experience of making a strategic contribution to measurable improvements in school performance. AND Have demonstrable experience of successfully leading teams or working groups to achieve targets or objectives. Shortlisting by Application Form Other The successful candidate will be required: to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. Shortlisting by Application Form Section 2 - Essential Criteria The following are additional essential criteria which will be measured during the interview/selection stage in line with EA’s Game Changing People Model. Factor Essential Criteria Method of Assessment Knowledge Demonstrable knowledge of: Current and anticipated challenges facing the wider education sector in Northern Ireland. Education Authority’s strategic priorities and corporate objectives. Statutory responsibilities, policies and procedures relevant to the work of the Education Directorate. he scope of the Education Directorate’s responsibilities and the structures and processes through which its services are delivered. The reach of EA services and the relevant stakeholder groups. The Northern Ireland Curriculum. Interview Skills/ Abilities In line with EA’s Game Changing People Model we will look for evidence of: Ability to build effective working relationships, lead and co-ordinate teams and work collaboratively with colleagues and a wide range of stakeholders. Ability to work autonomously with drive, determination and resilience, make sound decisions, negotiate and influence at a range of levels. Ability to analyse and interpret complex information and policy including formulating reports and presenting the information clearly, confidently and unambiguously to a range of audiences. Ability to manage time and workloads effectively, creatively and efficiently, working under pressure and to strict deadlines, when required. Ability to present and communicate effectively to a range of audiences, clearly demonstrating integrity, initiative, discernment and excellent interpersonal skills. Interview Values Orientation Evidence of how your experience and approach to work reflect EA’s ethos and values. You will find information about our Values here. 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 Experience Demonstrable experience of leading a key area of the curriculum to include monitoring and evaluating to bring about school improvement. Have three years’ demonstrable experience in the following areas: a. School Improvement; b. Teacher Professional Learning; c. Development and facilitation of school and teacher networks. Shortlisting by Application Form Our Values Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery. These reflect our aim which is to meet the needs of all our children and young people equally, removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential. 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

The School Improvement Professional will lead the provision of strategic support and challenge to schools, aiming to improve educational outcomes. Responsibilities include monitoring school performance, supporting school development, and facilitating collaboration among schools.