Teacher - Key Stage 2 - Special Educational Needs

PERSON SPECIFICATION

The following areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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.

Essential Criteria

Qualifications/ Professional Membership

Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland

Shortlisting by Application Form

Experience/Skills/Knowledge

Minimum of 1 years demonstrable experience of teachingat upper Key Stage 1/ Key Stage 2 toachieve positive learning outcomes

Demonstrable experience of using a range of effective classroom strategies to provide support and challenge for children with Special Educational Needs

Demonstrable experience of providing a supportive inclusive learning environment

Demonstrable experience of using digital media/technology to enhance teaching and learning

Demonstrable experience of writing implementing and reviewing IEPs/PLPs to ensure positive and measurable outcomes for individual children

Demonstrable experience of monitoring pupil progress performance target setting and intervention

Demonstrable experience and ability of sourcing relevant training to increase knowledge and skills and to implement these within the classroom to enhance the learning and experience of those pupils with SEN (specifically those with social and communication difficulties/ASD)

Demonstrable experience of effectively using the additional adult in the room to enhance and support the learning and experience of the children within the classroom

Demonstrable experience and knowledge of activity-based learning including outdoor learning to enhance the learning of pupils

Demonstrable experience skills and a desire to organise extra-curricular activities for the whole school community

Shortlisting by Application Form

The following areadditionalessentialcriteria which will be measured during the interview/selection stage.

Essential Criteria

Knowledge of Northern Ireland Curriculum

Knowledge and understanding of Safeguarding and Child Protection policy/practice

Knowledge of the SEND Code of Practice

Knowledge of SMARTE targets within IEPs/PLPs the Annual Review process Accessibility Planning and the importance of Pupils

Knowledge of a range of teaching strategies to meet the needs of pupils with SEN specifically those children who have social and communication needs associated with ASD

Knowledge of a variety of assessment methods to inform planning for effective teaching and learning

Interview

Effective teaching and classroom management skills that inspire and challenge children with SEN specifically those children who have social and communication needs associated with ASD

Ability to use initiative solve problems and adapt to changes within the class school community

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 specifically sourcing relevant training

Ability to manage time effectively in the areas of planning and preparation within the classroom

Ability to plan for and effectively use the additional adult in the room to enhance and support the learning and experience of the children within the classroom

Ability to plan for play based learning within the classroom and use resources including the additional adult to enhance the learning and experience of the pupils

Interview

Values Orientation / Identification with School Ethos

Evidence of how your experience and approach to work reflect the Schools Values/ethos. You will find information about our Values/ethos on the schools website.

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.

Desirable Criteria

Qualifications and Experience

Minimum of 2 years demonstrable experience of teaching upper Key Stage 1/Key Stage 2 including children with ASD to achieve positive learning outcomes

Demonstrable experience of assisting with and/or co-ordinating an area of the curriculum in particular SEN

Demonstrable experience of teaching pupils for whom English is not their first language

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 youWILLbe 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 atNI Director theDepartment of Justice.

APPLICANT GUIDANCE NOTES

To view the applicant guidance notes please clickhere.

To learn about the many great benefits of joining the Education Authority clickhere

The Education Authority is an Equal Opportunities Employer

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 teachers 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 teachers 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 1265 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.