Teacher of Home Economics at Education Authority Northern Ireland

Newtownabbey, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

13 Aug, 26

Salary

0.0

Posted On

15 May, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Curriculum Design, Home Economics Teaching, Behaviour Support, Pastoral Care, Student Assessment, Lesson Planning, SEN Support, Classroom Management, Safeguarding, ICT for Education, SIMS, C2K

Industry

Education Administration Programs

Description

JOB DESCRIPTION JOB TITLE: Teacher – EOTAS Newtownabbey Education Guidance Centre Teacher of Home Economics Newtownabbey Guidance Centre (Key Stage 3 ) REPORTS TO: Senior Teacher RESPONSIBLE FOR: Teaching Home Economics, Behaviour Support and other duties required within the role/ service. JOB PURPOSE EOTAS offers and requires a truly multi-disciplinary approach across professionals working with young people. The team consists of teachers, youth workers, support staff and wider agencies to enhance the learning process for pupils and provide an exciting curriculum based on the individual needs of pupils. We are looking to appoint an enthusiastic, self-driven, flexible teacher to teach Home Economics at Key Stage 3. You must be able to deliver the subject to young people who have a range of abilities, monitor and assess progress to ensure the best possible outcomes for individuals, and offer pastoral 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. The role will include visits to schools. The successful candidate will be required to support the wider Partnership EOTAS provision at (Key Stage 3) and may be required to work across other EOTAS Partnership Centres within a reasonable distance. Successful applicants will be expected to play a full part in supporting and shaping the EOTAS Partnership provision. This role includes leading on a curriculum/pastoral or therapeutic area which may encompass establishing or leading on clubs, competitions, trips and visits, interventions and support provisions for young people with social, emotional and/or behavioural barriers to progress. This is an excellent opportunity for a teacher who is interested in teaching and supporting students who experience social, emotional and/or behavioural difficulties that present a barrier to learning and progress. Applications are welcome from both recently qualified teachers and experienced teachers. This opportunity is also available by secondment which may lead to a permanent position. Experience of working within a SEN setting is desirable, but not essential. If you are committed to bringing out the best in every pupil to ensure improving life outcomes, then we welcome your application MAIN DUTIES AND RESPONSIBILITIES 1 Planning 1.1 Planning and preparing courses and lessons; 1.2 Teaching, according to educational needs of pupils, including the setting and marking of work completed by pupils 1.3 Assessing, recording and reporting on the development, progress and attainment of pupils. 2 General 2.1 Promoting the progress and well-being of individual pupils and of any class or group of pupils assigned to him/her; in line with the pastoral care policy; 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; 2.4 Communicating and consulting with the parents of pupils; be a link/form teacher to support a small group of pupils; 2.5 Communicating and co-operating with such persons or bodies outside the centre as may be approved by the employing authority and the Governance group; 2.6 Participating in meetings arranged for any of the purposes described above; 2.7 Make the necessary links with referring schools in the locality as required by the senior teacher/service needs. 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 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; 4.4 Participate in duties which may be required from time to time by the senior Teacher /Advisor/ Head of Service. 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 centre which relate to the curriculum for the centre or the administration or organisation of the provision, 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/invigilation during such examination. 7 Review and Development of Management Activities/Administration 7.1 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/provision. 7.2 a) Participating in administrative and organisational tasks related to such duties as described above, including the management or supervision of persons (LSA’S) 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 meetings; c) Registering the attendance of pupils and supervising pupils, whether these duties are to be performed before, during or after school sessions. d) Use the C2K and SIMS System for the recording of attendance and information as per service need. 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 shall be available to perform such duties at such times and such places as may reasonably be specified by the Senior Teacher/Head of Service, or where he/she is employed 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; 9 Staff Cover 9.1 Supervising and teaching any pupils whose teacher is not available provided that: a) In schools/provisions 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 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; b) In schools/provisions with an average daily enrolment of 222 pupils or less a teacher other than a supply teacher shall not be required to provide such cover after the first day on which a teacher is absent or otherwise not available for more than 1 day was known to and agreed by the employing authority in advance; c) In schools/provisions with a complement of 1, 2 or 3 teachers and in nursery units in primary schools, a teacher other than a supply teacher shall, notwithstanding heads (a) and (b), not be required to provide such cover. Terms and Conditions Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) 1987 shall apply to teachers employed in grant-aided schools/provisions, peripatetic teachers and supply teachers. Further information is available on the DE website. www.education-ni.gov.uk/publications/teachers-salaries-and-conditions-service Fixed-term posts Please note that the post availability indicates how long a post will be vacant at the time of going to press and does not necessarily indicate the commencement date of any contract. Fixed Term contracts may be subject to extension or may be reduced for any valid reason unless otherwise indicated. Certain circumstances may arise where the successful candidate will not be employed for the full period of availability eg. Due to incomplete pre-employment checks at the commencing availability date. The successful applicant must have a valid driving licence and the use of a car or other suitable form of transport as and when necessary to facilitate the requirements of the job in a reasonable and effective manner. A mileage allowance will be paid for approved necessary travelling. 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 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 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 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 at least 2 years’ experience in the last 7 years of teaching in a post primary setting to Key Stage 3. Shortlisting by Application Form Knowledge Have at least 2 years’ experience in the last 7 years of teaching Home Economics in a post primary setting. Shortlisting by Application Form Skills / Abilities Demonstrate the ability to design the curriculum for the subject of Home Economics. 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. The successful candidate will be required 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 Demonstrate the knowledge required to support pupils identified as having social, behavioural, emotional or wellbeing needs (SBEW) Interview Skills / Abilities Possess the ability to support a pastoral team to safeguard the wellbeing of pupils Interview Values Orientation Demonstrate a recognition of the nurture ethos practised within EOTAS. 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 / Experience Have experience of working with external agencies to support pupils in school Be able to demonstrate a sound knowledge of the Code of Practice for Special Educational Needs Have experience of using ICT to support the education of post primary pupils 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 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. The Education Authority is an Equal Opportunities Employer

Responsibilities

The role involves teaching Home Economics to Key Stage 3 pupils with diverse abilities, focusing on both academic progress and pastoral support. Responsibilities include curriculum planning, assessing student attainment, and managing behavioral barriers to learning within a multi-disciplinary team.