About

• 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.
• SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR (SENCo)
• Management Points

• TA 1

• The SENCo is responsible for overseeing the day-to-day operation of the school’s SEN Policy
• PERSONAL SPECIFICATION
• The SENCo should display the following attributes;
• A positive and enthusiastic outlook in line with the culture and ethos of the school;
• A passion for SEN provision;
• Commitment, respect and empathy will be vital assets; and
• This position will demand flexibility, adaptability and creativity. The SENCO must bring, the interests and developments of our children to the fore.
• JOB SPECIFICATION
• The Special Educational Needs Leader (SENCO) will be expected to lead strategically to ensure the policies and practice of Ashgrove Primary School are fully compliant with the Special Educational Needs Code of Practice on the Identification and Assessment of Special Educational Needs.
• You will be committed to both your own and school’s continued professional development and be fully aware of engaged with both current and draft (2016) SEND legislation and the changes and developments with the new SEN Framework. DE SEN Framework

Duties will include

• Exercising a key role in assisting the Principal and Governors with the strategic development of the SEN policy/provision;
• In consultation with the Principal and staff, ensure the SEN Policy is in line with current legislation and best practice.
• 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
• Supporting all staff in understanding the needs of SEN pupils and ensuring the objectives to developing SEN are reflected in the School Development Plan. This may include co-ordinating work around meeting the needs of Gifted and Talented children;
• Assist teachers in monitoring the progress of pupils with SEN;
• Analysing and interpreting relevant data;
• Liaising with staff, parents, external agencies (e.g. Educational Psychologists) and other schools to co-ordinate their contribution to ensure maximum support;
• Presenting an Annual SEN Action Plan and End of Year Report to the Board of Governors;
• Maintaining the SEN Register, with records on pupils with special educational needs and updating this as required;
• Responding to requests for advice from other teachers;
• Assisting with and working in partnership with teachers and Support Staff to ensure PLP’s/IEP’s are updated and reviewed twice per year;
• Complete Annual Reviews for all pupils with a Statement of Special Educational Needs;
• Maintain accurate SEN SIMS/BROMCOM records of intervention and data required for the Census, including pupils with a medical need.
• Provide a brief termly report on the measurable impact of the withdrawl groups.

• LEARNING & TEACHING
• The main thrust of this position will be the leading of learning and teaching of SEN pupils throughout the school. This will involve close liaison with colleagues within the school and collaboration with other schools to gain good practice.

Duties will include

• Modelling and sharing good classroom practice throughout the school;
• Co-ordinate the delivery of targeted support and interventions for students with SEN e.g. small group work or 1-1 support. This may be delivered either in class or via withdrawal sessions.
• Promoting effective and innovative strategies to cater for all areas of SEN throughout our school;
• Monitor and evaluate intervention strategies designed to address areas of underachievement, revise and adjust as necessary.
• Supporting Newcomer and EAL pupils. Completing relevant documentation and guiding staff;
• Co-ordinating the effective and efficient use of all Classroom Assistants in school;
• Leading staff in the preparation of the Action Plan for Special Educational Needs as part of the School Development Plan and monitor progress made through a Target Monitor and Annual Report to Governors; and
• Playing a main role in proving appropriate INSET training for staff in the area of Special Educational Needs.
• ASD Duties: Developing social skills programmes. Writing Social Stories . Running Friendship Clubs. Creating Chill Out Zones. Implementing sensory integration programmes
• Integrate UICT into SEN withdrawal sessions to enhance provision.
• Ensure robust systems are in place to baseline, monitor and assess the impact of our SEN provision in school.
• Support and incorporate the school’s metacognitive approaches & thinking tools where appropriate.
• The SENCO will be responsible for the leading of both Teachers and Teaching Assistants in this key area. This will involve knowledge and skills in interpersonal relationships, performance management and continuous professional development of both themselves and others.

Their duties in this regard will include

• Providing support and advice for all staff enabling them to differentiate effectively for the needs of all children;
• Encouraging staff to remain enthusiastic and focused on their work; and
• Assist the Principal in leading the Professional Development of other staff by methods such as mentoring, coaching and identifying other sources of expertise.
• Working with our Community & Home Links
• As the school is at the centre of the local community the SENCO will have a crucial role to play in working with the community and external agencies to improve outcomes and life chances for our pupils.

This will involve the following duties

• 1. 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
• Ensuring parents and carers are fully informed of the progress of their child/children at each stage of the Code of Practice;
• Handle with sensitivity, stressful situations, putting the needs of the pupils first.
• Consulting with parents and carers during the process of assessment;
• Contribute to transition programmes. Ensure that the transition of information of GDPR compliant.
• Liaising with agencies appropriate to Special Educational Needs e.g. Thornfield Outreach, MASTS, Educational Psychologists, Education Authority etc;
• Additional Duties for the Post
• Be willing to contribute to Pastoral Care team, Assessment team and SLT as and when requested.
• 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
• These duties are not necessarily comprehensive and are subject to amendment by the Principal in order to respond to individual needs of pupils, after consultation with the 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 school in the last 8 years.
• Demonstrate experience of co-ordinating an area of the curriculum (or being SENCo or Assistant SENCo) for a minimum of 1 year within the last 6 years
• Demonstrate experience of working with a range of professionals to meet the needs of children and young people with Special Educational Needs
• Demonstrate experience of using technology relevant to the role

• 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. www.ashgroveprimary.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, whole school experience of monitoring pupil progress, performance, target setting and intervention
• Demonstrable experience of leading and delivering Learning Support

• 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