Teacher of Art & General Subjects at Education Authority Northern Ireland

Newtownabbey, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

14 Sep, 26

Salary

0.0

Posted On

16 Jun, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Art Teaching, Classroom Management, Curriculum Planning, Student Assessment, Trauma Informed Approach, Special Educational Needs, Mental Health Support, Microsoft 365, Google Classroom, Safeguarding, Child Protection, Collaborative Working, Vocational Qualification Delivery, Personal Learning Plans, Communication Skills, Organizational Skills

Industry

Education Administration Programs

Description

JOB DESCRIPTION Job Title: Teacher of Art and General subjects Primary Location: Exceptional Teaching Arrangements at Newtownabbey Guidance Centre (NEGC) Department: Children & Young People’s Services Branch: Pupil Wellbeing Services – Exceptional Teaching Arrangements – Education Otherwise Than at School (EOTAS) Responsible to: ETA Senior Teacher NEGC ETA NEGC offers a truly multi-disciplinary approach to education. The team consists of teachers, support staff and wider agencies e.g., CAMHS, to enhance teaching and learning for young people currently unable to access mainstream education due to a variety of Mental Health challenges. ETA NEGC provides education on an individualised programme based on the needs of our young people. Students are taught on a small group basis. We are looking to appoint an enthusiastic, self-driven, flexible teacher to teach Art with General Subjects up to GCSE. The teacher will be required to teach additional subjects e.g OCN, Prince’s Trust, LLW etc. You must be able to deliver subjects to young people who have a range of abilities, monitor, and assess progress to ensure the best possible outcomes for individuals and offer support to pupils through their learning. You will have a commitment to developing outstanding practice and a passion for making a difference to the education and lives of our young people by building positive, supportive, and nurturing relationships. · ETA NEGC forms part of the EA’s Exceptional Teaching Arrangements service to schools. Our young people remain registered with their school. · ETA NEGC is managed under the direction of a Senior Teacher. · Hours of work will be within teacher terms and conditions. · Multidisciplinary work is an essential part of the work of the service. · We work collaboration with the young person’s registered school with the aim of reintegration where possible. Duties and responsibilities will include: PROFESSIONAL DUTIES OF A TEACHER TEACHERS’ (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 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 they are employed as a teacher in a school under the reasonable direction of the senior teacher of that school. (b) if they are 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 Head of Service of any school in which he/she may for the time 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 them by the senior teacher from time to time, such duties as may reasonably be assigned to the teacher. (b) A teacher to whom paragraph 1(b) refers shall perform, in accordance with any direction which may reasonably be given to them from time to time by the board or by the senior teacher 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 them. 1. Planning 1.1 Planning and preparing mainly KS 4 courses and lessons (other KSs may be required within ETA). 1.2 Teaching, according to their educational needs, the pupils assigned to the teacher, 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 the teacher. 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. 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 their methods of teaching and programmes of work. b) Participating in arrangements for the teacher’s further training and professional development. 4.3 Advising and co-operating with the Senior teacher 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 a teacher 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 they are employed by a Board on terms under which the teacher 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. Duties and responsibilities will also include: 1. Contribute to the delivery of a range of interventions • Contribute to the delivery of intervention for pupils who require more specific support in relation to social, emotional and well-being challenges. • Devise, implement monitor and evaluate individualised personal learning plans (PLP) for pupils being supported. • Utilise an appropriate range of teaching and assessment approaches, in accordance with the identified needs of pupils. • Maintain accurate reports of intervention, assessment and progress for each pupil receiving support. 2. Promote Parental/Carer Involvement • Promote and develop effective partnerships with parents and carers to enable them to support their children’s learning, well-being, and development. This will involve liaising with parents, offering advice and support. • Encourage liaison between home and centre to maximise consistency in relation to the effective strategies that are being implemented to meet the needs of the pupil. 3. Liaise with other EA Services and Agencies • Promote a co-ordinated approach to supporting pupils at ETA NEGC. • Work collaboratively with mainstream schools, teachers, parents/carers, other EA Services and external agencies to ensure that pupils’ needs are holistically supported. • Contribute to multi-disciplinary reports across the services at NEGC, as appropriate, regarding the progress and needs of individual pupils. 4. Be involved with Continuing Professional Development • Keep informed of current research, approaches, teaching strategies, methodologies, and resources relevant to teaching and supporting pupils with social emotional and well-being challenges so that appropriate interventions can be applied in the learning environment. • Participate in staff development programmes and in-service training. 5. Any Other Duties Undertake any other related duties as required by the Education Authority. 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. 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 by the Selection Panel is outlined in the table below. 4. Shortlisting will be made by the Selection Panel based on 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 applied at the shortlisting stage, and which may also be further explored during the interview/selection stage. FACTOR ESSENTIAL CRITERIA METHOD OF ASSESSMENT Qualifications Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland by the closing date for completed applications. Hold a degree or an equivalent level 6 qualification in Art or where Art has been the main component of your degree. Shortlisting by Application Form Experience Have a minimum of 1 years’ experience within the last 8 years in teaching GCSE /Level 2 Art up to and including KS4 in a post-primary classroom setting. Shortlisting by Application Form Experience Have a minimum of 1 years’ experience of delivering a vocational qualification such as Personal Success Wellbeing OCN, King’s Trust, LLW or equivalent up to and including level 2 in a post primary classroom setting. Shortlisting by Application Form Experience & Knowledge Have demonstrable experience of implementing effective teaching and support strategies for young people with SBEW, with a particular focus on mental health and wellbeing, incorporating a trauma informed approach. 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 conduct 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 conduct the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. Occasionally be prepared to travel a reasonable distance outside of normal team area where service need requires flexibility to support other teams. 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 Demonstrable working knowledge of teaching strategies to suit different learning styles for young people with social emotional and wellbeing challenges to achieve positive learning outcomes. Demonstrable working knowledge of Information Technology systems such as: Digital classroom tools/media e.g., Microsoft 365 including TEAMS and learning platforms e.g., Google classroom. Knowledge of current best practice assessment methods including tracking to inform teaching and learning. Knowledge of the SEND Code of Practice Knowledge, experience and clear understanding of Safeguarding and Child Protection practices. Interview Skills/Abilities Effective teaching and classroom management skills to inspire and challenge promoting achievement. Proven ability to provide a supportive, inclusive learning environment. Ability to work collaboratively to promote positive relationships with young people, colleagues, parents, and the wider community. Be able to demonstrate excellent communication and organisational skills to build positive relationships and achieve desired outcomes. Demonstratable skills in working as an effective member of a team, including the ability to motivate self and others. 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 The following are additional essential criteria which will be measured during the interview/selection stage. Some or all the desirable criteria may be applied by the Selection Panel 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/ Experience Experience of teaching and or supporting IT programmes of study at Key Stage 4 up to and including level 2 in a post primary classroom setting. 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’. If 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 on www.nidirect.gov.uk/campaigns/accessni-criminal-record-checks or www.justice-ni.gov.uk/articles/about-accessni APPLICANT GUIDANCE NOTES To view the applicant guidance notes, please click here.

Responsibilities

The teacher will deliver Art and general subjects up to GCSE to young people with mental health challenges in a small group setting. Responsibilities include creating individualized learning plans, monitoring progress, and collaborating with a multi-disciplinary team to support pupil reintegration into mainstream education.