About

• 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.
• TEACHING ALLOWANCE: TA3 - Senior Teacher- Teaching Allowance 3
• STATUS: Permanent
• RESPONSIBLE TO: TA3 will report to the Principal/Vice Principal and provide written reports to Principal/Governors as specified by the Principal.

JOB PURPOSE

• · To promote child centred provision in being at the heart of Donard School’s planning, policies, provision and ethos
• · To share in the formation of a strategic vision for the school and support key development
• · To develop effective and dynamic collaborative links within the school’s local community including other schools, Support Services, AHP, voluntary and statutory bodies and Parents
• · To raise standards in teaching and learning and improve outcomes for all learners evidenced in meaningful assessment and pupil tracking.
• · To raise standards in the provision of individual interventions for all pupils including behaviour support and intensive interventions.
• · To encourage and empower staff through the provision of effective staff development and support
• · To support the Principal in whole school evaluation, monitoring and development planning (SDP)
• JOB DESCRIPTION
• Strategic Lead Teacher (TA3)
• This post attracts Teaching Allowance 3
• The successful Strategic Lead teacher shall be required to carry out the duties of a teacher.

In addition, the duties will require the successful candidate

• To lead a department (Phase) of the school as determined by the Principal and which include the monitoring and evaluation of administration, curriculum planning and assessment within that phase.
• · To ensure that the school’s SEN policies and procedures are regularly reviewed, updated and understood by staff across the school.
• 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 /Vice-Principal
• To assist the Principal in the formulation and evaluation of the School Development Plan
• To assist the Principal in monitoring the in- service training requirements of the school. This will include planning for, delivering and organising staff training in specific areas.
• To act as PRSD Reviewer and support ECT and Induction as appropriate
• To monitor and review teacher assessment including Evidence For Learning, IEP/ PLPs, and Annual Reports
• To support the Annual Review process
• To oversee the deployment of support staff.
• To oversee the development of intensive intervention and support for identified pupils across all phases and provide clear leadership in matters relating to developments and positive working across the school
• · To lead in relation to the provision of Behaviour Support including BSP, Risk Assessments and Team Teach, and ensuring that the School’s policies and procedures are being followed
• · To liaise with Allied Health Professionals re pupil needs and co-ordinate multi-disciplinary teams (SPOT)
• Teaching and Learning
• Lead by example as a teacher and as a leader, achieving high standards of pupil attainment, behaviour and motivation through effective teaching.
• Monitor the quality of teaching and learning, in line with the school policy. This may include lesson observations, monitoring of planning and scrutiny of pupil work.
• Liaise with the other members of the Leadership Team to monitor and promote effective transition arrangements to ensure continuity and progression for all pupils.
• Liaise with the Designated Teacher regarding Safeguarding, Wellbeing and Pastoral Care
• Liaise with staff to co-ordinate and oversee the organisation of educational visits and school links
• Ensure planning is effectively carried out and ensure pupils’ individual needs are being met.
• Monitor the standards of behaviour and achievement to ensure continuity and progression..
• 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.
• Support staff to meet PRSD targets.
• Monitor planning and recording formats to ensure that they continue to meet the needs of the school
• Leadership
• Support the Principal in providing a clear vision and direction for the development of the school.
• Take a leading role in specific project(s) to be decided with the Principal.
• Attend Leadership Team meetings as required
• Be a strong advocate for change and champion school improvement.
• Convey a positive “can do” attitude, motivate, inspire and lead staff and present a ‘united front’ to secure successful outcomes of school initiatives
• Establish and model good relationships, encourage good working practices and support and lead all staff
• Plan, organise, chair and minute meetings as appropriate in order to ensure school policies and provision are being implemented.
• · To monitor and further develop the use of self-evaluation procedures
• Standards and Quality Assurance
• Support the aims and ethos of the school.
• Liaise with the Governors, when appropriate, to facilitate their overview of school management;
• Attend and participate in parent and community events.
• Uphold the staff code of conduct
• Participate in and lead staff training.
• Partake in Continuing Professional Development
• · To work with teachers and support staff to promote best and innovative practice and to ensure that appropriate differentiation strategies are being employed to meet the individual needs of each child
• People , relationships and personal qualities
• Sustain effective, positive relationships with all staff, pupils, parents, Governors and the local community..
• Manage innovation and change.
• Work collaboratively.
• Manage and develop effective working relationships with all staff in the school.
• Liaise with all members in all areas to ensure continuity and progression
• · To support the management staff and pupil’s ‘Health and Well-being’
• Human and material resources and their development and deployment
• Lead the professional development of all staff through example.
• Contribute to the audit of staff development and training needs and the provision of effective INSET.
• Ensure support and training during the induction of new staff and students.
• Support the establishment of priorities for expenditure across the whole school and within site
• Ensure the maintenance 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.
• Any other duties, roles and responsibilities associated with this post as determined by the Principal
• 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
• In line with the paragraph 7 of the Guidance for Board of Governors on the Formulation and Implementation of Salary Policy for teaching staff only one Teaching Allowances (TA) may be awarded to a classroom teacher up to a maximum of TA5. It is not possible to award more than one TA to a teacher to recognise different areas of responsibility.
• Should the successful applicant already hold a TA the post holder will be required to relinquish their TA prior to taking on the responsibility of the new allowance.

• 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 5 year's demonstrable teaching experience in a Special School for pupils with Severe Learning Difficulties/Moderate Learning Difficulties or in a Learning Support Class/Unit attached to a Mainstream School/or in a Special Provision attached to a Mainstream School/or in support services related to Special Education
• 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/Severe Learning Difficulties
• Currently hold, or have held within the past 7 years, a minimum of 1 year at Senior Leadership level
• Evidence of having successfully led and managed a key aspect of whole school improvement linked to the School Development Plan which improved outcomes for learners
• Demonstrate ability to support staff in managing pupils with behaviours of concern through coaching, developing Individual Behaviour Plans and coordinating with external agencies in implementing effective strategies

• 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 current approaches to promoting and developing a meaningful curriculum for pupils with SEN
• Working knowledge of using and evaluating teaching strategies that effectively meet the learning needs of children and young people with Moderate/Severe Learning Difficulties and/or pupils with Complex, Sensory and/or Profound and Multiple Learning Difficulties.
• Knowledge and understanding of current assessment methods used with children and young people who have Special Educational Needs in order to identify barriers to learning and plan for learning and measure progress
• Knowledge of approaches and interventions that promote positive behaviour for learning and engagement.
• Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies to enhance learning.
• Working knowledge of strategic school development planning, monitoring and evaluation
• Demonstrate knowledge of effective staff development including the ability to mentor and coach colleagues in specialist strategies and best practice.

• Interview

• Skills / Abilities

• Demonstrate effective teaching and classroom management skills to inspire and challenge pupils to raise achievement
• Demonstrate skills in promoting and supporting positive behaviour, applying proactive strategies and positive behaviour support principles.
• Proven ability to tailor the curriculum to meet the needs of all learners.
• 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, external agencies and the wider community
• Ability to lead and motivate a team, driving whole school improvement.

• 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

• Demonstrate experience of leading staff development initiatives to enable staff to meet the holistic needs of SEN learners

• 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