Teacher-Key Stage 2 with additional Teaching Allowance to Co-ordinate UICT at Education Authority Northern Ireland

Portrush, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

01 May, 26

Salary

0.0

Posted On

31 Jan, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Curriculum Management, Subject Knowledge, Colleague Leadership, Innovation Awareness, Motivation, Communication, Monitoring and Evaluation, Scheme of Work Development, Differentiation Assessment, Staff Development, Resource Management, Safeguarding, Classroom Management, Inclusive Environment, Digital Media Enhancement

Industry

Education Administration Programs

Description

JOB DESCRIPTION JOB TITLE: Teacher - Primary REPORTS TO: Principal PROFESSIONAL DUTIES OF A TEACHER TEACHERS’ (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 THE ROLE OF THE SUBJECT CO-ORDINATOR The following is not an exhaustive list but intended as a guide for any co-ordinator. Each specific subject will have nuances specific to their own area, however general expectations are: 1. EXPECTATIONS OF A CO-ORDINATOR · Co-ordinators must understand the vital role they have to play in managing the curriculum and in seeking improvement in pupils’ standards. · Co-ordinators must have a thorough knowledge of their subjects. · Co-ordinators must give a lead to colleagues in the work of their subject areas. · Co-ordinators should keep up to date with innovations in their subject areas. · Co-ordinators should be good motivators and effective communicators with positive attitudes toward change. · Co-ordinators must be aware of what is going on in their subject areas throughout the school and endeavour to monitor & evaluate on an ongoing basis. · Co-ordinators should take a lead role in the development of their area within the School Development Planning process. · Monitoring - is that part of evaluation designed to gather information on which judgements can be made. · Evaluation - is the process of determining, at a given point, how successful the school is in achieving its aims for each subject area. 2. Co-ordinators should consider their roles under the following headings 2.1 CURRICULUM · Assess implications of the NI Curriculum for the school's scheme of work and Development Plan. · Provide, in conjunction with other members of staff, a scheme of work. · Make everyone aware of the aims for each subject area. · Ensure staff have ownership of schemes of work. · Ensure policy and schemes of work are in place. · Assess the provision for continuity and progression. · Assess the provision for differentiation. · Be familiar with developments in your subject area. 2.2 COMMUNICATION Ensure good lines of communication exist between him/herself and :- · Principal; · SMT; · Board of Governors; · External Bodies where appropriate · Lead and manage effective meetings. · Conduct necessary meetings with staff. · Encourage the participation of other members of staff. · Record evidence and create minutes of the work of staff. · Provide written reports (Principal & teachers concerned) on visits to classrooms for “Monitoring & Evaluation.” · Disseminate innovations and good practice to other staff. · Induct new members of staff. · Liaise with the wider community and outside bodies. 2.3 PERSONAL & STAFF DEVELOPMENT · Consult other members with reference to their personal and the staff’s general training needs. · Ensure a sound personal understanding of the subject by attending available in service courses and workshops. · Hold workshop/seminars for training and/or dissemination of updates. · Hold regular panel meetings. · Team Teaching. · Help to deploy staff for their expertise. · Assist with remediation in your subject area. · Assist teachers with delivery of your subject area. · Induct new members of staff. 2.4 RESOURCING · Bid for funds. · Provide resources. · Ensure resources are adequate and up to date. · Communicate availability of resources. · Be aware of access to whole school resources e.g. ICT. 2.5 OTHERS · Maintain links with other primary schools with which the school works. · Maintain links with post primary schools as appropriate. 2.6 MONITORING & EVALUATING 2.6.1 Evaluate the school scheme in its operation:- · Ensure policy is in place. · Ensure agreed schemes of work are in place. · Ensure continuity and progression. · Ensure teaching strategies are appropriate. 2.6.2 Evaluate Planning, Assessment, Recording and Reporting · Half term Notes including outcomes/evaluation. · Marking including qualitative comments; consistency. · Methods of assessment, standardised tests, monthly tests, AUs. · Use of homework for your subject area. · Records of achievement. 2.6.3 Evaluate Children’s Work Through · Analysis of children’s books. · Classroom observation. · Discussion with pupils. · Results of all forms of pupil assessment. · Standardisation of work across the year group. Looking for: · Scheme of work being followed; · Appropriate teaching strategies; · Marking policy being followed; · Differentiation being provided; · Teacher aspirations for the children are appropriate; · Pupil interest & response; · Good use of resources. 3. CO-ORDINATOR’S FILE A co-ordinator should build up a file to show what is going on in his/her subject area. The file should include:- · examples of practice-photographs of work in action e.g. subject specific · copies of children’s work (marked and levelled) · reports of visits to classrooms for observation · reports from in service courses · reports/minutes of panel meetings; meetings with SMT; Key Stages etc. 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 Method of Assessment Qualifications/ Professional Membership Qualifications must be obtained at the closing date for completed applications: Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland Shortlisting by Application Form Experience Minimum of 2 years’ post qualification demonstrable experience of teaching a Key Stage Two class to achieve positive learning outcomes within the last seven years. Demonstrable experience of co-ordinating UICT for at least one year; Demonstrable experience of using a range of effective classroom strategies to provide support and challenge children and young people of all abilities, including those with Special Educational Needs Demonstrable experience of using digital media/technology to enhance teaching and learning 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 Knowledge of Northern Ireland Curriculum Knowledge and understanding of Safeguarding and Child Protection policy/practice Knowledge of the SEND Code of Practice Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching Interview Skills / Abilities Effective teaching and classroom management skills to inspire and challenge pupils to raise achievement Proven ability to provide a supportive, inclusive learning environment Ability to use initiative, solve problems and be flexible Ability to work collaboratively to promote positive relationships with pupils, colleagues, parents and the wider community Ability to work as an effective member of a team, and to motivate self and others 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 Demonstrable ability to co-ordinate Literacy; Minimum of 1 years’ post qualification demonstrable experience of teaching P6 at Key Stage 2 to achieve positive learning outcomes Hold qualifications/have experience in leading a school sporting club and a willingness to contribute to the wider extra-curricular provision of school Demonstrable experience of teaching Key Stage 2 classes Demonstrate experience of monitoring pupil progress, performance, target setting and intervention 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

The role involves teaching Key Stage 2 pupils while also coordinating the curriculum areas of UICT and Literacy, requiring subject leadership and continuous monitoring of standards and progress. Key duties include developing schemes of work, leading staff development, managing subject resources, and ensuring continuity and progression across the curriculum.