Head of Physics Department

Education Authority - Northern Ireland

Job Location:

Belfast - UK

Monthly Salary: Not Disclosed

Posted on: 13 hours ago

Vacancies: 1 Vacancy

Job Summary

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.

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 application Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland Hold a degree or equivalent Level 6 qualification which has prepared the applicant to teach Physics as his/her main subject	Shortlisting by Application Form
Experience	Minimum of 5 years (within the last 10years) demonstrable experience of teachingPhysicsto GCSE level to achieve positive learning outcomes Minimum of 3years (within the last 8years) demonstrable experience of teachingPhysicsto A level to achieve positive learning outcomes Demonstrable experience of using data/self-evaluation strategies to plan and deliver improvement Demonstrable evidence of successfully contributing to a team in a school setting Demonstrable evidence of using self-evaluation to effect improvement in an area of school life	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 the GCSE and A Level Physics syllabi

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 suit pupils with different abilities

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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools website 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 managing people and/or co-ordinating an area of the curriculum in a school setting Ability and willingness to contribute to the extra-curricular life of the school (provide details of experience qualifications etc.)	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 the Department of Justice.

APPLICANT GUIDANCE NOTES

To view the applicant guidance notes please clickhere.

The Head of Physics will initially work alongside the previous Head of Department whose is relinquishing the role to devote more time to her role as Senior Leader. Heads of subjects provide professional leadership and management of their subject area to secure high quality teaching effective use of resources and ongoing development of learning and achievement for all pupils.

As part of the schools middle management they play a key role in the schools strategic planning. Each Head of Department is supported by a member of Senior Leadership Team who acts as an immediate Line Manager and Mentor. The following are key areas of responsibility:

Strategic Direction and Development of the Subject

- To support efficient and effective teaching and learning as a whole school strategy in order to contribute to whole school improvement

- To contribute to the self evaluative school model including completing a departmental self evaluation on a yearly basis as required by the Principal

- To be responsible for devising monitoring and evaluating appropriate action plans to support the School Development Plan in achieving whole school improvement

- To analyse internal and external examination results identify areas for development and report these annually to the Principal and Vice Principal and recommend to the department and Senior Team strategies for dealing with any weaknesses and for promoting further the strengths of the department

- To contribute to the target setting process by establishing agreed appropriate targets for pupils and staff both within the department and by regular discussion with the Senior Teacher (SIS & Data) and Vice Principal

- To keep the Departmental Handbook under review and ensure that an up to date copy is available for all staff in the department as well as for senior staff at the start of each academic year

- To communicate and cooperate with other departments including sharing good practice

- To establish with colleagues agreed aims and objectives for the department which must be consistent with the aims and objectives of the school

- To establish departmental policies in line with School Policies

- To monitor the implementation of all departmental policies and review them regularly

- To monitor and review the appropriateness of the curriculum for each pupil and to ensure that there are strategies in place to provide additional support for pupils with special educational needs

- To ensure that a range of courses suited to the needs of the pupils is offered.

- To draw up with colleagues schemes of work which make clear the content of the courses the learning objectives and the assessment procedures to be followed

- To ensure that relevant schemes of work are reviewed annually followed by all members of the department and made available to the Vice Principal

- To ensure that there is consistency and internal standardisation within the department

- To prepare and circulate agendas for department meetings

- To chair regular department meetings and to act as a channel of communication and consultation on department and curricular matters between the Principal and Leadership Team and other members of the department

- To ensure that department meetings are accurately minuted and the Vice Principal is provided with minutes

- To represent the department at Subject Leaders meetings and to provide feedback to department colleagues

- To play a full part in decision making relating to whole school issues

- To keep abreast of current developments in the curriculum and in examination specifications by attendance at relevant in-service courses encouraging departmental colleagues to do likewise and to ensure that there is an efficient and agreed system of reporting back

- To liaise and develop creative links and constructive working relationships with other subject departments and with other schools and external agencies as appropriate

- To inform the schools Examinations Officer of all entries (and any changes) for the public examinations in the subject(s)

- To be a member of relevant ad hoc working parties in which whole school policy is developed monitored and reviewed and guidelines for good practice are established

- To develop effective links and constructive working relationships with the Pastoral team which includes the Senior Leader (Pastoral) LSCO and the Heads of Year

- To ensure that relevant subject material is made available on the schools website

Teaching and Learning

- To lead colleagues in the process of regular evaluation of the work of the department in terms of teaching learning and standards of achievement and thus identifying areas for improvement

- To monitor teaching standards and teaching methods within the department

- To ensure that appropriate teaching and learning strategies are employed at all levels of the school to challenge all pupils to achieve as highly as possible

- To ensure and monitor in the department effective development of pupils individual and collaborative skills to enable them to become independent creative and critical thinkers

- To ensure that subject specific support is available for any pupils requiring additional assistance and liaise when appropriate with LSCO or other key personnel

- To advise pupils at certain times of option choices and at any other times when help is needed for university applications and/or careers guidance

- To develop and integrate the use of Information and Communications Technology Communication and Using Mathematics within the teaching of the subject at all levels of the school

- To promote the skills of literacy and numeracy within the department in line with the whole school approach

- To set standards and act as a role model for pupils and other staff in the teaching and learning of the subject

- To ensure that assessment of pupils work (classwork homework coursework tests examinations) is undertaken regularly that the assessment is valid moderated and used to inform develop and enhance teaching and learning in line with school policies

- To be responsible for the oversight of setting marking assessing and moderating the departments internal assessments and any elements of external examinations as may be necessary

- To ensure that learning in the subject is enhanced where possible by development of extra curricular activities special events or projects connected with the work of the department

- To monitor pupil attainment and to liaise with pupils/parents as appropriate

Leading and managing staff

- To promote the professional development of staff within the department

- To support effectively all those on Initial Teacher Training working as a Beginning Teacher or at the Early Professional Development Stage of their career

- To assume responsibility for the induction supervision and support of non-teaching staff where this is appropriate

- To encourage innovative and imaginative curriculum work within the department

- To oversee the writing of reports and other communications within the department as appropriate and as required

- To arrange the department contribution to any prospective pupil occasions eg Open Night and contributions required for any school literature eg curriculum booklets and prospectus

- To show support and concern for the welfare and wellbeing of staff in the department

- To build and further develop the team of subject teachers

- To observe on a regular basis members of the department at work in the classroom to provide relevant feedback on effective practice and to take action to improve further the quality of teaching

- To support members of the department with disciplinary problems eg general behavioural problems work homework coursework

- To arrange for devolved responsibilities and delegated tasks as appropriate to members of the department

- To monitor and evaluate devolved responsibilities and delegated tasks

- To participate in according to the guidelines approved by the Board of Governors the agreed Professional Review and Staff Development process PRSD including acting as a Reviewer for members of the department

- To encourage appropriate access for members of the department to in-service training opportunities both within school and outside school that will enhance teaching and learning and allow development of an increasing awareness of whole school issues and to ensure that all members of the department receive appropriate feedback from colleagues who have attended INSET

- To liaise with Senior Team Link as appropriate

Efficient and effective deployment of staff and resources

- To advise the Principal on human resource needs in the department - To assist the Board of Governors in the selection of new members of staff for the department as required

- To identify timetable and staffing requirements in consultation with the Vice Principal to liaise with the Vice-Principal and Principal to deploy staff to ensure the best use of subject expertise and to support the professional development of colleagues

- To conduct an audit of resource needs within the context of the overall School Budget and the departments Development Plan and present to the Principal/Vice Principal annually an analysis of departmental needs in the form of a bid for departmental funding

- To cooperate and liaise with the Vice Principal in the administration of departmental spending

- To provide relevant information for the Principal or Vice Principal at any time if required regarding departmental priorities needs and funding

- To ensure that rooms furniture equipment wall displays etc are maintained to a high standard in order to create an effective and stimulating environment for the teaching and learning of the subject

- To keep an inventory of equipment which should be updated annually

- To ensure that resources are stored securely

- To ensure that the work of the department is effectively displayed in appropriate public areas of the school

- To aim to ensure a respect for the working environment

- To oversee the issue and return of books etc to/from pupils and to ensure loss or damage is charged to the individual

- To liaise with the Librarian over library requirements for the subject

- To develop/implement a department Health and Safety policy consistent with the school Health and Safety policy which is kept under constant review

- To aim to ensure that there is a safe working and learning environment in which risks are properly assessed through an annual Risk Assessment - To provide careful stewardship of accommodation and equipment used by the department by ensuring prudent management and expenditure of resources at all times

JOB DESCRIPTION

JOB TITLE: Teacher - Post-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.

Required Experience:

Director

8. Number of days/Hours of work8.1 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 empl...

8. Number of days/Hours of work

8.1

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:

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

Factor	Essential Criteria	Method of Assessment
Qualifications/ Professional Membership	Qualifications must be obtained at the closing date for completed application Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland Hold a degree or equivalent Level 6 qualification which has prepared the applicant to teach Physics as his/her main subject	Shortlisting by Application Form
Experience	Minimum of 5 years (within the last 10years) demonstrable experience of teachingPhysicsto GCSE level to achieve positive learning outcomes Minimum of 3years (within the last 8years) demonstrable experience of teachingPhysicsto A level to achieve positive learning outcomes Demonstrable experience of using data/self-evaluation strategies to plan and deliver improvement Demonstrable evidence of successfully contributing to a team in a school setting Demonstrable evidence of using self-evaluation to effect improvement in an area of school life	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 the GCSE and A Level Physics syllabi

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 suit pupils with different abilities

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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools website 3 - DESIRABLE CRITERIA

Factor	Desirable Criteria	Method of Assessment
Qualifications and Experience	Demonstrable experience of managing people and/or co-ordinating an area of the curriculum in a school setting Ability and willingness to contribute to the extra-curricular life of the school (provide details of experience qualifications etc.)	Shortlisting by Application Form