Teacher - SENCO at Education Authority Northern Ireland

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Full Time

Start Date

Immediate

Expiry Date

15 Apr, 26

Salary

0.0

Posted On

15 Jan, 26

Experience

5 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Teaching, Leadership, Assessment, Communication, Collaboration, Special Educational Needs, Curriculum Development, Monitoring, Evaluation, Professional Development, Child Protection, Classroom Management, Problem Solving, Inclusivity, Digital Media, Behavior Management, Parent Liaison

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 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. Job Description: SENCO Teacher’s terms and conditions of employment require all teachers to carry out a range of professional duties as may reasonably be determined by the Principal and the Board of Governors. Teachers who are given a teaching allowance will be required to undertake additional responsibilities. These are the particular duties and responsibilities attached to this post. DUTIES AND RESPONSIBILITIES This post will involve teaching learning support groups, with a significant non-teaching timetable to facilitate the other duties of the SENCO role. It includes membership of the Senior Leadership Team and carries a significant leadership role. KEY PURPOSE The Special Educational Needs Co-ordinator (SENCO), with the support of the Principal and colleagues, seeks to develop effective ways of overcoming barriers to learning in order to sustain effective teaching through the analysis and assessment of children’s needs, by monitoring the quality of teaching and standards of pupils’ achievements and by setting targets for improvement. The SENCO will work in partnership with curriculum coordinators so that learning for all children is given equal focus and available resources are used to maximum effect. Key Responsibilities Leadership · Effectively lead a team of staff responsible for supporting and improving the quality of teaching and learning for children with SEN · To lead the implementation of the Special Education Needs and Disability Act (NI) 2016 including organising relevant staff training · Ensure that all members of staff are aware of their statutory responsibility in regard to children with SEN – offering support and advice on how to meet their responsibilities, overcome barriers to learning, and by setting targets for improvement · Ensure that effective systems are in place to identify and meet the needs of children with SEN and that they are coordinated, monitored, evaluated and reviewed · Advising the teachers and learning support assistants in techniques and materials to enable them to implement individual education plans and manage the targets set in them. This will often include providing or arranging training in aspects of their role and mentoring them on a regular basis · To contribute to the strategic planning for SEN, drawing up SEN action plans and ensuring that SEN is an integral part of the School Development Plan. This may include co-ordinating work around meeting the needs of Gifted and Talented children · Take a strategic lead for school development as a member of the Senior Leadership Team Teaching and Managing Children’s Learning · Identify and disseminate the most effective ways of teaching children with SEN. This will include ensuring that teachers understand that their planning should ensure the participation and learning of the needs of all children. · Work with the children, as required, to ensure realistic expectations for both behaviour and attainment are set for children with SEN. This will include providing learning support for children on the SEN register. · Support members of staff in understanding the learning needs of children with SEN and of the importance of rewarding success as a way of raising their attainment · Oversee the children’s welfare and deal with incidents related to their behaviour and well-being · Focus on the specific wider learning needs of children with ASD and implement programmes and activities which will address these needs e.g. Social Skills, writing Social Stories, organising Friendship Clubs and other strategies for break and lunch time, relaxation techniques, setting up Chill Out Zones, recording of work, sensory integration programmes etc. · Support developments in the teaching and learning of literacy, numeracy and ICT skills as well as access to the wider curriculum for children with SEN Monitoring, Evaluation and Review · Develop PLPs in conjunction with teaching staff and use assessment processes to monitor children’s progress, help set targets and use outcomes to inform written and verbal feedback to parents · Maintain an up to date Special Needs Register on SIMS · Devise, implement and evaluate systems for identifying, assessing and reviewing children’s SEN in relation to our policy for SEN · Monitor the progress made in the achievement of set targets, making use of this information to assist in the evaluation of the effectiveness of present teaching and learning strategies and use the analysis to guide further improvement · Ensure that relevant members of staff are aware of the importance of contributing to the implementation of PLPs, and that following any review, appropriate strategies are undertaken Liaison/Communication · Organise times to meet with parents who have concerns about their children · Provide helpful and accurate responses to enquiries made by parents/carers · Meet with parents of children when appropriate · Develop effective liaison with external agencies, ensuring maximum support for children with SEN · Attend and organise Annual Review Meetings, contacting and arranging a mutually agreeable date for all parties, chair the meeting effectively and attend to the relevant paperwork · Make, where appropriate, referrals to the appropriate outside agencies for specialist support, e.g. educational psychologists · Develop and maintain effective communication between parents and the school, providing information to parents about targets, attainments and progress · Support all members of staff by facilitating the sharing of key information which allows them to bring about improvements in teaching and learning of children with SEN · Communicate to other members of staff the purpose of PLPs in supporting the education of children with SEN · Communicate to other members of staff good practice in the teaching and care of children with SEN · Communicate information effectively, at all stages of the child’s education with the Education Authority, external agencies, parents and other primary, secondary and special schools · Communicate with the Board of Governors throughout the year by meeting with the Link Governor for SEN at least twice per year to update on progress with SEN work throughout school Continuing Professional Development – Staff · Co-ordinate and contribute to the provision of high quality professional development for SEN through the development of an effective CPD Programme for staff, making use of, where appropriate, other sources of expertise e.g. the Education Authority or any other relevant external training bodies This job description may be subject to amendment or modification at any time after consultation with the post holder. It is not a comprehensive statement of procedures and tasks, but sets out the main expectations in relation to the post holder’s professional responsibilities and duties. Elements of this job description and changes to it may be negotiated at the request of either the principal or post holder 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 3 years’ demonstrable experience of teaching in a paid capacity in a primary school within the last 8 years Demonstrable experience of co-ordinating an area of the curriculum for a minimum of 1 year within the last 6 years Demonstrable experience of working with a range of professionals to meet the needs of children and young people 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 experience of monitoring pupil progress, performance, target setting and intervention Demonstrable experience of leading and delivering Learning Support. Hold a qualification for Teaching Children with Specific Literacy Difficulties as a subsidiary subject or as an area of specialism 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 SENCO will lead a team to improve teaching and learning for children with special educational needs, ensuring effective systems are in place to identify and meet their needs. This role includes teaching learning support groups and significant involvement in the Senior Leadership Team.