Teacher of Science and General Subjects - Post Primary at Education Authority Northern Ireland

, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

24 Jun, 26

Salary

0.0

Posted On

26 Mar, 26

Experience

0 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Differentiated Instruction, Classroom Management, Curriculum Development, Assessment For Learning, Technology Integration, Pupil Supervision, Health And Safety Compliance, Data Analysis, Communication, Collaboration, Problem Solving, Flexibility, Professional Development, Lesson Planning, Reporting

Industry

Education Administration Programs

Description

JOB DESCRIPTION JOB TITLE: Teacher - Post-Primary REPORTS TO: Principal PROFESSIONAL DUTIES OF A TEACHER TEACHERS’ (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 GENERAL TEACHER DUTIES – KILLICOMAINE JHS Killicomaine Junior High School operates within the Dickson Plan, a two-tier post-primary education system established in Lurgan, Portadown, and Tandragee since1969. Killicomaine Junior High School aims to foster a supportive and dynamic learning environment where staff, pupils, and parents work together for excellence in a caring community. Guided by our Latin motto, "Servire Honore" (to serve with honour), the school emphasises collaboration, high standards, mutual respect, and service to the school and wider community. Our core values include kindness, integrity, respect, care, good manners, and excellence, which are developed through a range of provisions including Christian values, academic pursuits, extracurricular activities, and pupil voice. 1. A. To carry out duties as detailed in the Teachers’ (Terms and Conditions of Service) Regulations (NI) 1987. B. To carry out all duties in a way they comply with current Health and Safety legislation. · the requirements of the Children’s Order. · the school’s security requirements. · the requirements of Killicomaine’ s Policy Documents. · the requirements of the Education Authority and the Department of Education. 2. To act as a Form Teacher/Tutor to an assigned Form/Tutor group and to carry out related duties in accordance with the general job description of a Form Teacher/Tutor. 3. To carry out a share of pupil supervisory duties in accordance with published rosters. 4. To plan and deliver differentiated instruction to meet the diverse learning needs of all pupils, including those with Special Educational Needs (SEN), English as an Additional Language (EAL), and Gifted and Talented pupils, in line with the school's SEN policy and inclusive practices. 5. To implement all School Policies and procedures and to play an active part in promoting the school’s motto Servire Honore and ethos “Working together for excellence in a caring community.” 6. To contribute to the review and development of the curriculum within their subject area, ensuring it is engaging, relevant, and meets the needs of all learners. 7. To promote and organise enrichment activities including events, exhibitions and trips to raise the profile of the Department within the School and to foster enjoyment and satisfaction in the study of the subject by pupils. 8. To maximise pupils’ involvement in the production of attractive and useful wall and other displays. 9. As directed by the principal, to teach an additional subject which best meets the needs of the School. 10. To promote that aspect of the school’s ethos relating to cross community work and furthering the School’s shared education programme. 11. To teach Citizenship, Employability, Personal Development, Learning for Life and Work, Life Skills and/or ICT as requested by the Principal. 12. To undertake any reasonable duties as requested by the Principal or his appointed Deputy. 13. To implement a set of standardised common assessment tasks within the Department and utilise these marks to monitor and track progress against individual pupil targets. 14. To make use of agreed statistical analysis procedures to review pupil and staff performance and to set annual attainment targets. 15. Within all subjects taught to ensure the requirements of the Key Elements and Whole Curriculum Skills & Capabilities of the NI Revised Curriculum are met. 16. To actively employ Assessment for Learning strategies to inform teaching and learning, providing opportunities for self and peer assessment, and using assessment data to adjust future planning. 17. To effectively integrate technology into teaching and learning to enhance engagement, access resources, and develop pupils' digital literacy skills. 18. To provide pupils with regular constructive feedback and positive reinforcement on all aspects of their performance. 19. To report to parents, one written report and other statistical reports per year group, as instructed by the Principal. 20. To participate in appropriate meetings with colleagues, parents and pupils and to report to parents through Parents’ Meetings, Open Nights and Consultation Interviews. 21. To ensure the Health and Safety of all pupils and staff within the classroom and other workplaces. 22. To actively engage in relevant professional development opportunities to enhance their teaching practice and keep abreast of current educational research and best practices. 23. To contribute to the wider life of the school by organising and/or participating in extra-curricular activities that cater to pupils' interests and talents. 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 SCIENCE and General Subjects (Temp 2026-27) 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 date of taking up appointment Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland Hold a degree (minimum 2:2 classification) or equivalent Level 6 qualification in a discipline that has prepared the applicant to teach Science to at least Key Stage 3, demonstrated through eg course details or specific modules Shortlisting by Application Form Experience Demonstrable experience of teaching Science at Key Stage 3 to include facilitation of practical lesson elements Shortlisting by Application Form Skills/Abilities Demonstrate the ability to seek and avail of opportunities to increase his/her own professional competence as a teacher Demonstrate knowledge and application of current, evidence informed teaching strategies to best meet the learning needs of pupils across a range of abilities 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 knowledge and understanding of the statutory requirements for KS3 Science Knowledge of Northern Ireland Curriculum at Key Stage 3 Knowledge and understanding of Safeguarding and Child Protection policy/practice Knowledge of the SEND Code of Practice Demonstrate knowledge and application of current, evidence informed teaching strategies to best meet the learning needs of pupils across a range of abilities Knowledge of approaches to promote positive behaviour for learning 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 Effective communication and interpersonal skills Proven ability to provide a supportive, and challenging learning environment within and beyond the classroom 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 Proven interest and high level of skills in using ICT to enhance learning 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 Presentation Topic (if applicable) The interview will entail a short example of lesson planning, with previously unseen material Candidate will then teach Governors part of the lesson 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 experience of teaching Geography at Key Stage 3. Or be able to demonstrate the ability to teach Geography to Key Stage 3. Demonstrate through qualifications or experience the ability to contribute and enhance at least one of the following: Mid-week extra curricular/co-curricular programmes Saturday games programmes 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 teacher is responsible for planning and delivering differentiated science and general subject instruction to meet diverse pupil needs, including those with SEN, EAL, and Gifted and Talented status, while adhering to all school policies and the Northern Ireland Curriculum requirements. Duties also involve acting as a Form Teacher/Tutor, carrying out supervisory tasks, contributing to curriculum review, and promoting the school's ethos and cross-community work.