Teacher - Special Educational Needs (TA2) at Education Authority Northern Ireland

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Full Time

Start Date

Immediate

Expiry Date

28 Dec, 25

Salary

0.0

Posted On

29 Sep, 25

Experience

10 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Teaching, Classroom Management, Special Educational Needs, Curriculum Development, Assessment, Communication, Collaboration, Leadership, Behavior Management, Professional Development, Planning, Monitoring, Evaluation, Safeguarding, Digital Media, Problem Solving

Industry

Education Administration Programs

Description

JOB DESCRIPTION JOB TITLE: Teacher - Special 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 Head of Department Initially, due to on-going school development, this post will involve leadership and management of years 5-8 however, will develop year on year into a HoD for key stages 3 and 4. This post attracts Teaching Allowance 2 A Head of Department shall be required to carry out the duties of a teacher, lead a class within their department where possible. In addition, the duties of the Head of Department will be: To lead a department of the school, 1 from the following: o Early years Foundation o Primary o Secondary o Post -16 o Nurture Duties will include: To be an active member of the School Leadership Team assisting with the operational function of the school and being fully involved in the decision- making process. To deputise in the absence of the Principal and Vice-Principal To assist the Principal in the formulation and evaluation of the School Development Plan. To assist the Principal in providing Staff Development. This will include planning for, delivering and organizing staff training in specific areas (directed by the Principal) To act as a mentor for Middle Leadership team members. To monitor and evaluate the curriculum – IEP/PLPs, Half Term Plans, Classroom Observations, Timetables To act as PRSD Reviewer within Key Stage as appropriate Suitable teaching release will be made available to carry out the duties required of the TA2 post holder. Other delegated responsibilities may include any combination of the following, as requested by the Principal: 1. Curricular play/Outdoor learning lead 2. Extra-curricular- Inc. after school clubs, special events, school residential, liaising and coordinating with special groups working with school e.g. private Business, Green Day, volunteers, charitable and voluntary organisations, Peace Plus, Extended Schools 3. Home to school transport and educational visits 4. Parental and social communication 5. Behaviour Advocate and duties attached. 6. C2K manager 7. Deputy Designated Teacher 8. Team Teach tutor. Ø These duties may be reviewed from time to time by the Principal in consultation with the Board of Governors to reflect the changing needs of the school. Ø In addition, they may be amended at any time after consultation with the post holder. Ø This list is not exhaustive. Teaching and Learning 1. Lead by example as a teacher and as a manager, achieving high standards of pupil attainment, behaviour, and motivation through effective teaching. 2. Be responsible to the Principal for co-ordinating the work of the Key Stage, supporting and advising where appropriate. 3. Support curriculum leaders in the development and implementation of curricular initiatives. 4. Monitor the quality of teaching and learning within the Key Stage, in line with the school policy. This may include lesson observations, monitoring of short- and medium-term planning and scrutiny of pupils’ work. 5. Review long term planning in a Key Stage to ensure coverage, progression, and a range of learning experiences across the Key Stage. 6. Liaise with the other Heads of Key Stage to monitor and promote effective transition arrangements to ensure continuity and progression for all pupils. 7. Liaise with the Designated Teacher regarding Pastoral Care. 8. Liaise with the Coordinator for Educational Visits and the Key Stage staff to co-ordinate and oversee the organisation of educational visits within the Key Stage. 9. Ensure Key Stage planning is effectively carried out and ensure pupils’ individual needs are being met. 10. Monitor the standards of behaviour and achievement within their year group and across Key Stage to ensure continuity and progression. 11. Liaise with Head of Assessment in relation to standards of pupil achievement and the quality of teaching. 12. Support class teachers in establishing clear targets for improving and sustaining pupil achievement supporting the process of teaching and learning in accordance with agreed policies and guidelines. 12. Support Key Stage staff to meet P.R.S.D. targets. Leadership 1. Support the Principal in providing a clear vision and direction for the development of the school. 2. Take a leading role in specific project(s) to be decided with the Principal. 3. Contribute to Leadership Team decisions on all aspects of policy development and organisation by playing a significant role in the preparation, implementation, and monitoring of the School's Development Plan. 4. Attend Leadership Team meetings as required, and report back to staff when necessary. 5. Be a strong advocate for change and champion school improvement. 6. Convey a positive “can do” attitude, motivate, inspire, and lead staff and present a ‘united front’ to secure successful outcomes of school initiatives 7. Establish and model good relationships, encourage good working practices and support and lead all staffs within the Key Stage. 8. Plan, organise, chair and minute Key Stage meetings as appropriate to ensure school policies and practices are being implemented. Standards and Quality Assurance 1. Support the aims and ethos of the school. 2. Liaise with the Governors, when appropriate, to facilitate their overview of school management. 3. Attend and participate in open/parent evenings. 4. Uphold the staff code of conduct and comply with the behaviour. 5. Participate in and lead staff training. 6. Partake of Continuing Professional Development People, relationships, and personal qualities 1. Sustain effective, positive relationships with all staff, pupils, parents, Governors, and the local community. 2. Encourage physical development, moral and spiritual growth, and civic and social responsibility amongst pupils. 3. Manage innovation and change. 4. Work collaboratively. 5. Manage and develop effective working relationships with all staff in the school. 6. Liaise with all members in all areas to ensure continuity and progression Human and material resources and their development and deployment 1. Lead the professional development of all staff through example. 2. Contribute to the audit of staff development and training needs and the provision of effective INSET. 3. Ensure support and training during the induction of new Key Stage staff and students. 4. Support the establishment of priorities for expenditure across the whole school and within Key Stage and liaise with Requisition post holder within school. 5. Ensure the maintenance within their Key Stage of a structured environment for effective teaching and learning, for good behaviour and discipline and for pupils' physical, spiritual, emotional, moral, social, and cultural development. 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 8 years’ demonstrable experience of using a range of effective classroom strategies to provide support and challenge children and young people of all abilities, including those with Special Educational Needs Minimum of 5 years demonstrable experience of teaching and positively impacting pupils/staff within a special school environment. Demonstrable experience of developing positive relationships for learning with children and young people 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 and/or continuing professional development in the use of specialist equipment, facilities or skills 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 and its implications Current working knowledge of a range of teaching strategies to effectively meet the learning needs of children and young people with Special Educational Needs Knowledge and understanding of current assessment methods used with children and young people who have Special Educational Needs in order to diagnose, plan for learning and measure progress Knowledge of approaches to promoting positive behaviour for learning eg. Restorative Practice Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies 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 seek and avail of opportunities to increase his/her own professional competence as a teacher 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 Have held a point of responsibility e.g. TA1 for minimum of 6 months or held a position of responsibility in a special school for two years. Hold a current Team Teach certificate for positive handling Demonstrable experience of using language programmes to communicate with pupils eg. Makaton Demonstrable experience of monitoring pupil progress, performance, target setting and intervention Demonstrable experience of teaching pupils for whom English is not their first language Demonstrable experience of teaching children in withdrawal groups to support learning Demonstrable experience of writing Individual Education Plans/ PLP Demonstrable experience of the Annual Review process 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 - Special Educational Needs will be responsible for planning and preparing lessons, teaching students according to their educational needs, and assessing their progress. Additionally, the role includes promoting the well-being of students and collaborating with parents and external bodies.