Senior Teacher at Education Authority Northern Ireland

Derry/Londonderry, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

18 Jun, 26

Salary

0.0

Posted On

20 Mar, 26

Experience

5 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Management, Staff Development, Training, Intervention, Curriculum Development, Assessment, Liaison, Child Protection, Resource Management, Performance Review, Communication, Team Leadership, SBEW Needs Support, Therapeutic Programmes, Data Analysis

Industry

Education Administration Programs

Description

JOB DESCRIPTION Post Title: Primary EOTAS Senior Teacher Directorate: SEND and Youth Department: Primary EOTAS Responsible to: Primary EOTAS Adviser Background and Context The Education Authority (EA) wants every child to have an outstanding education. The EA was established under the Education Act (Northern Ireland) 2014 and became operational on 1 April 2015. It is a non-departmental public body sponsored by the Department of Education and the Department for the Economy. The EA is responsible for ensuring that high quality primary and secondary education services are available to meet the needs of children and young people, and for support for the provision of efficient and effective youth services. These services were previously delivered by five Education and Library Boards (ELBs). The organisation employs over 39,000 people across Northern Ireland in a wide variety of roles including teachers in controlled schools, school-based support staff and staff in administrative headquarters. The work we do impacts the lives of tens of thousands of children, young people and their families every day. The services we provide are essential in supporting, encouraging and facilitating learning within our communities to develop generations of young people who are equipped to succeed in life and work in the modern world. As a public sector organisation, we must continue to deliver these vital services in a challenging environment of increasing financial pressure and under intense public scrutiny. Future Challenges and Opportunities Recent focus has been on transition from the former ELBs to a single authority. Looking forward, this focus moves from transition to transformation. Emerging from the five ELBs our aim is to build a new organisation which is focused on meeting the needs of all our 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. Work is underway to develop a strategic plan for the period 2017 – 2027. This will provide a framework for the authority’s activities and will guide the organisation through its transformation journey. The EA in all its activities will endeavor to support the Programme for Government to improve educational outcomes; reduce educational inequality; improve the quality of education and the skills profile of the population. The EA also recognises the fundamental role it has in other NI Executive priorities such as the economy and the wider success of Northern Ireland. These are exciting and challenging times for EA as we continue the process of transformation and seek fundamentally to transform education administration for the benefit of future generations of children and young people. Location: Location may change in the future as EA progresses the alignment of EOTAS provisions across the Authority. General Information about Primary EOTAS Programmes EOTAS programmes form part of the EA support to schools for pupils with social, behavioural, emotional and wellbeing (SBEW) needs. Pupils who take up a partnership placement within any of the Primary EOTAS programmes also remain on the register of their mainstream school. · Each EOTAS programme is managed by a Senior Teacher, under the direction of the Primary EOTAS Adviser. · Multidisciplinary work is an important part of the work in each programme. Education Welfare Officers, Youth Workers, Social Workers, Medical Officers and other services/ agencies can be involved with pupils and their families, the degree of which will depend on the needs of each case. · Ongoing liaison with schools is an important part of the work of the Primary EOTAS programmes. Guidelines in relation to role, responsibilities & communication The following document’s purpose is to facilitate the role of the Primary EOTAS Senior Teacher. It is devised to be supportive, give clarity to the staff role and to communicate clearly expectations for both the post-holder alongside those of management. The Primary EOTAS Senior Teacher is responsible to the Primary EOTAS Adviser, who will approve the Senior Teacher’s timesheet and any travel and subsistence claims etc. The Primary EOTAS Senior Teacher will work with Primary EOTAS staff, and other EA staff, in developing and implementing programmes of support and teaching for pupils with SBEW needs. The Primary EOTAS Senior Teacher will be responsible for day-to-day management of the EOTAS Centre which provides a specialist support service to Key Stage 1 & 2 pupils presenting with SBEW needs. This will involve working directly with and teaching primary pupils at Key Stage 1 & 2 as well as managing a team of staff. The post will also involve supporting teachers in mainstream schools who are seeking advice and practical strategies to support pupils with SBEW needs through the delivery of training and consultation. The Primary EOTAS Senior Teacher will liaise closely with other service areas within EA, including Statutory Assessment and Review Service, Education Welfare Service, Psychology Service etc, as well as other external agencies, e.g. Social Services, CAMHS etc. Main duties and responsibilities 1. Management: 1.1 Support the Primary EOTAS Adviser as above on all matters relating to SBEW needs; 1.2 Management of the Primary EOTAS Centre and its staff, in relation to day-to-day organisation as delegated by the Primary EOTAS Adviser; 1.3 Contribute to the development of Primary EOTAS in terms of target setting, meeting objectives and service evaluation; 1.4 Actively contribute to the Education Authority’s strategic goals including to the Children and Young People’s Service (CYPS) Business Plan; 1.5 Ensure that EOTAS staff are aware of and adhere to the Education Authority’s corporate standards; 1.6 Develop and monitor staff timetables, incorporating both in-centre and outreach service arrangements. Timetables will be devised in conjunction with staff and approved by Primary EOTAS Adviser; 1.7 Act as Deputy Designated Teacher for Child Protection; 1.8 Oversee the submission of monthly timecards for staff; 1.9 Liaise with the Primary EOTAS Adviser in relation to requisitioning resources for the centre and staff. Complete the necessary requisition documentation to progress such; 1.10 Oversee arrangements to ensure the effective and efficient use of resources, completion of appropriate records of expenditure and other spends are in place. Staff Management, Assessment and Development 2.1 Oversee the quality assurance of teaching and learning within the Primary EOTAS centre, including advising on the preparation and development of therapeutic programmes of support, teaching materials and appropriate and relevant resources; 2.2 Identify staff development and training needs; communicate these to the Primary EOTAS Adviser, who will advise on progression; 2.3 Oversee the Performance Review and Staff Development (PRSD) of each teacher, in accordance with the requirements of the scheme and similarly Staff Appraisals for Intervention Officers, Behaviour Support Assistants and clerical staff; 2.4 Facilitate regular, staff meetings (with an Agenda and Minutes). 3. Training 3.1 Disseminate examples of good practice and contribute to the Primary EOTAS capacity building programme to a range of school staff as required. 4. Intervention/Therapeutic Ethos 4.1 Provide support to schools in implementing support and strategies to address the needs of children with SBEW needs; 4.3 Devise and assist with the implementation of an individualised programmes of support for pupils with SBEW needs; 4.4 Assist in the delivery of a range of interventions that are deemed to be appropriate to support the needs of the individual pupil. 5. Provision/ Curriculum 5.1 Ensure development and delivery of an appropriate curriculum to meet the personal, social and academic needs and abilities of pupils; 5.2 Monitor, assess and review pupil progress and the appropriateness of provision, provide reports at regular intervals; 5.3 Encourage a co-ordinated approach in supporting a pupil’s SBEW needs; 5.4 Promote and implement the pastoral care arrangements in the EOTAS Centre; 5.5 Support and facilitate appropriate assessment arrangements for all pupils; 5.6 Work closely with school staff to develop effective strategies and interventions in relation to individual pupils with SBEW needs; 5.7 Provide advice to schools to facilitate school staff to support the particular learning, social, communication and developmental needs of pupils with SBEW needs. Liaison with schools and other services 6.1 Liaise and work collaboratively with other EA Services, schools and external agencies e.g. Social Services, CAMHS etc. in the best interests of pupils; 6.2 Develop close liaison with local referring schools and Area Learning Communities; 6.3 Liaise with parents/carers, encouraging consistent support; 6.4 Promote a co-ordinated multi-disciplinary approach to supporting children with SBEW needs; 6.5 Engage in multi-disciplinary meetings, as appropriate, to meet the needs of individual pupils; 6.6 Advise schools in relation to costs associated with pupils who are accessing EOTAS. 7. Participate in Programmes of Continuing Professional Development: 7.1 Keep informed of current approaches, teaching strategies and resources relevant to pupils with SBEW needs, so that appropriate support and interventions can be applied within EOTAS and school contexts. 8. Communication: 8.1 It is vital that good communication arrangements are in place both within the EOTAS Centre, schools and with the Primary EOTAS Adviser. The Primary EOTAS Adviser should be kept informed of all arrangements pertaining to service delivery and support for pupils; 8.2 Reporting absences in line with the EA Managing Attendance Policy; 8.3 EOTAS Senior Teacher should ensure staff are not be ‘off site’ without prior approval from, or informing the Primary EOTAS Adviser. 9. Other Duties: 9.1 Attend relevant in-service training; 9.2 Comply with the Education Authority’s policies and procedures in relation to the duties and responsibilities of the post; 9.3 Have access to a suitable vehicle (appropriately maintained and insured for EA business) that will enable the Senior Teacher to carry out the mobility requirements of the post in an efficient and effective manner; 9.4 Any other duties which may be required from time to time by the Primary EOTAS Adviser and the Education Authority. The list of duties is not intended to be exhaustive or exclusive. The post-holder may be required to undertake various other duties as deemed necessary and commensurate with the level of responsibility of the post. The Authority reserves the right to update the Job Description to reflect the changing needs of the service in consultation with the post-holder. Hours of Duty The hours of the post will be full time · Hours of work will be those normally applied to teachers, but because of the nature of the work, there is a need for flexibility to enable the teachers to perform all the necessary duties in connection with EOTAS. · Holidays will be those applying to teachers. Salary Scale Teaching salary scale plus one teaching allowance point available for suitably qualified and experienced candidates and Special Needs Allowance (as per EA SEN allowance criteria) 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 Have 5 years in the last 10 years, of teaching experience in a primary setting, Specialist Provision in Mainstream, Special School sector or EOTAS setting Have at least 2 years’ experience as a member of a school Senior Management Team with responsibility for management of e.g. Special Needs, Pastoral Care, Positive Behaviour or a Head of Department; Or Have at least 2 years’ experience as an Advisory/Peripatetic/Outreach Teacher for pupils with SBEW needs. 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 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 in line with EA’s Game Changing People Model. Factor Essential Criteria Method of Assessment Knowledge Knowledge of the curriculum in general and specifically within the area of social, behavioural and emotional wellbeing (SBEW) needs. Knowledge of current educational developments within the area of SEN. Knowledge of school/service development planning including implementation and review. Knowledge of the evaluation of teaching and learning through monitoring activities including: Scrutiny of planning Analysis of results and assessment data Attending planning meetings Leading staff training Knowledge of Microsoft Teams and other software systems. Knowledge of the PRSD scheme including Review. Knowledge of Safeguarding and Child Protection. Interview Skills/ Abilities In line with EA’s Game Changing People Model we will look for evidence of: Ability to lead and work effectively with an inter-agency team. A highly motivated team player with a pro-active and flexible approach, with the ability to work on own initiative. Possessing good presentation, written and oral communication skills; Ability to organise and lead regular team meetings with teachers. Ability to organise requisition and team resources and liaise with the examinations officer (if required). Ability to ensure adequate provision for the continuation of learning in the event of an unplanned/planned teacher absence, and to meet service need. Ability to assist in the induction of beginning teachers, teachers following EPD as and when necessary. 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/Skills Have experience of developing and implementing alternative curriculums for KS1 and/ or KS2 EOTAS pupils. Have experience of delivering and/or providing personal development programmes or therapeutic interventions within an education setting. Interpersonal skills of leadership, motivation and communication. Be able to demonstrate competency in ICT. Accredited training in supporting SBEW needs and/or Special Educational Needs. Demonstrate experience of multi-disciplinary teamwork. 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 Senior Teacher is responsible for the day-to-day management of the EOTAS Centre, providing specialist support and teaching services to Key Stage 1 & 2 pupils with Social, Behavioural, Emotional, and Wellbeing (SBEW) needs. This role also involves managing staff, overseeing quality assurance of teaching, and supporting mainstream schools through training and consultation.