Teacher - Post Primary Head of Business Studies at Education Authority Northern Ireland

Portadown, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

26 May, 26

Salary

0.0

Posted On

25 Feb, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Leadership, Management, Business Studies, Teaching, Learning, Pedagogy, Assessment, Data Analysis, Curriculum Development, Staff Development, Budget Administration, Strategic Planning, Communication, Liaison, Risk Assessment, Self-Evaluation

Industry

Education Administration Programs

Description

JOB DESCRIPTION JOB TITLE: Head of Business Studies RESPONSIBILITY TO: Principal Vice Principals PROFESSIONAL DUTIES OF A TEACHER TEACHERS’ (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 Job Purpose: To ensure effective leadership, management and delivery of the relevant programmes of study within the College in accordance with the School’s vision and policies in pursuit of high standards of student achievement. To support the College’s ethos, values and action planning to secure a highly effective educational environment for our young people. General Outline: The role of Head of Department is key to the day-to-day leadership and management of the College and in promotion of the College vision and ethos. Heads of Department, as middle leaders, are expected to provide a positive role model to staff and students alike and to contribute extensively to College life beyond the remit of the department. Job Description Responsibilities: 1. Responsibility for: The leadership and management of the Business Studies Department. Specific responsibilities: (i) The Leadership and Management of the Business Studies Department: Leading Teaching and Learning Lead and inspire the Business Studies Department and other staff, as relevant, in the pursuit of excellent outcomes for all students informed by effective evidence-informed pedagogy. Regularly review and update Schemes of Work and teaching resources. Lead delivery of the subjects and programmes of study via appropriate and relevant schemes of work which incorporate progression and take into account the skills, experience and diversity of students and available staff. Identify a variety of assessment techniques and to use these to promote Assessment of, and for, Learning. Track student performance and set targets, both individual and departmental, using relevant data in accordance with whole-school policy and procedure. Lead the department, in liaison with the Senior Leadership Team, in undertaking the annual programme of Review Meetings and departmental evaluation as appropriate. Hold regular departmental meetings (at least monthly) with an emphasis on learning and teaching, dissemination of good practice, self-evaluation, target setting, student progress/achievement/ support, forwarding minutes to the Principal and relevant Vice Principal. Introduce, deliver and review new related subjects to the curriculum as required. Keep abreast of, and implement as necessary, developments in Business Studies teaching and any other relevant subject(s) as required. Advise the Principal, relevant Vice Principal and other members of the Senior Leadership Team on the changing needs and developments of the curriculum/assessment. Monitor, evaluate and review student learning, and report outcomes to students, relevant staff, parents/carers and Governors, as requested by the Principal/the Senior Leadership Team. Oversee arrangements for relevant co- and extra-curricular experiences. Leading Departmental Administration, Policy and Procedure Complete, or delegate as appropriate, all administrative tasks pertaining to the Department. 2. Maintain appropriate departmental policies on the subject(s) in the context of the College’s aims and objectives. 3. Ensure departmental policies, procedures and practices reflect the best and current practices. 4. Create, maintain and review the Departmental Handbook. Coordinate examination entries for students studying Business Studies and related subjects at Key Stage 4 and Key Stage 5 as appropriate. Ensure that departmental resources are maintained, safely stored and easily accessible, and that inventories are carefully kept. Ensure all relevant Health and Safety measures are adopted, disseminated, implemented and reviewed throughout the Department. Provide and revise annual departmental risk assessments. Leading Departmental Staff Development 1. Review, appraise and develop inspirational learning and teaching within the department to ensure the incorporation of innovative, adaptive and effective evidence-informed pedagogies. Lead sustained departmental improvement through robust self-evaluation processes which measure impact on student outcomes. Liaise with the Senior Leadership Team in respect of personal continuous professional development opportunities and aspirations. Lead, coordinate, monitor and review a Departmental Action Plan which reflects the School Development Plan, College initiatives and Departmental priorities. Manage, lead, monitor and hold to account staff (both teaching and support), by engaging in annual performance review (e.g. acting as a PRSD Reviewer) and providing support as required. Support and assist all staff including new teachers, temporary teachers and student teachers to secure appropriate professional development, including opportunities to observe, share and discuss curriculum change and effective pedagogy across the department. Effective Use of Resources to Sustain Excellent Educational Outcomes 1. Administer the departmental budget and resources, monitoring and evaluating expenditure to ensure College/department initiatives are implemented efficiently and effectively to produce optimum student outcome. Manage the work of relevant support staff and liaise with other Heads of Departments and the Principal/relevant Vice Principal and other members of the Senior Leadership Team as required. Consult with the Principal/the Senior Leadership Team on the efficient use of accommodation and on departmental issues in relation to improved accommodation, equipment and other resources Promote the subject(s) through all available means. Communication, Liaison and Planning with Key Stakeholders* (*including the Senior Leadership Team, Governors, contributory schools and external bodies) 1. Liaise with the Senior Leadership Team and other Heads of Department, with regard to whole school issues as identified through school review, contributing to school development planning, initiatives, policy-making and attending Heads of Department meetings, as required. 2. Contribute to whole-school developments, working groups and projects as requested by the Principal or the Senior Leadership Team and undertake any other duties reasonably as required by the Principal or the Senior Leadership Team. 3. Foster cross-curricular links with other subject areas. 4. Maintenance of links with College and external advisory and support staff and other relevant agencies. 5. Facilitate induction, continuity and progression for students. 6. Liaise with the Head of CEIAG as required. 7. Support staff with student behaviour management issues as appropriate. 8. Liaise with Pastoral Staff and the Learning Support Coordinator as required. General Notes: The duties of this post are in addition to the general teacher duties as incorporated in the Terms and Conditions of Employment as a teacher as set out in the Teachers’ Regulations (NI) 1987. The post holder would be expected to undertake any reasonable duties as requested by the Principal. The successful candidate will also be required to contribute to extra-curricular and cultural activities integral to the life of the College, as well as other sporting activities eg Saturday morning sports’ supervision. The above Job Description, and accompanying notes, do not necessarily form a comprehensive and final definition of the post. It may be subject to amendment or modification from time to time, following consultation with the holder of the post, to meet the changing needs of the College. 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 post-primary schools in Northern Ireland. Hold an Honours Degree (minimum 2:2) in Business Studies (or equivalent subject) Shortlisting by Application Form Experience Minimum of 3 years’ demonstrable experience of teaching Business Studies at Key Stage 4 to achieve positive learning outcomes. Proven track record of promoting the highest academic standards within the classroom, leading to improved student cohort outcomes over a 3-year period. Shortlisting by Application Form & Assessed during the Interview Stage. Skills/Abilities An ability to collaborate professionally and supportively with students, parents/carers and staff. Evidence of contribution during the school career to the co/extra-curricular provision of the school. Shortlisting by Application Form & Assessed during the Interview Stage. 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/Experience Strong subject knowledge. Understanding of strategic planning, implementation, monitoring and evaluation with measurable outcomes. An understanding of evidence-informed pedagogy, its strategic application and the use of assessment to support effective learning. Evidence of professional development related to pedagogy and/or middle leadership. Interview Skills / Abilities Personal Qualities Personal and inter-personal skills to lead a team of staff professionally and effectively, liaising with external agencies as appropriate. Ability to support colleagues in their Professional Development, including the induction of new and Early Professional Development teachers. Ability to use data to support, evaluate and improve the quality of provision and outcomes. Ability to think and plan strategically. Ability to manage change to deliver agreed outcomes. (i) Commitment. (ii) Highly organised, able to prioritise and work to deadlines. (iii) Flexibility. (iv) Initiative. (v) Industry. (vi) Integrity. (vii) Discretion. Interview Values Orientation / Identification with School Ethos Evidence of how your experience and approach to work reflect the College’s values/ethos. You will find information about our values/ethos on the school's website [https://www.portadowncollege.com]. 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 Business Studies (or equivalent) to A Level with successful student outcomes. Hold a MEd or equivalent relevant to the post. 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 ensures effective leadership, management, and delivery of Business Studies programs in line with the school's vision, focusing on high standards of student achievement. Responsibilities include leading the department, managing teaching and learning, overseeing departmental administration, and contributing to whole-school development.