Teacher - Special Educational Needs (Specialist Provision Class)

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 AssessmentQualifications/ 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 months demonstrable teaching experience in a Specialist Provision Class or Special School

Minimum of 3 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

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 AssessmentKnowledge

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 EthosEvidence 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.dunclugps.comInterview

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 experience of implementing 'The Zones of Regulation' framework within daily teaching and learning

Minimum of two years' paid experience within the past seven years of teaching Foundation Stage/Key Stage 1 to achieve positive learning outcomes

Minimum of two year's experience coordinating/leading the area of learning\: Religious Education

Demonstrable experience of relevant continuing professional development in the use of relevant skills to meet the needs of children and young people, eg Trauma Informed Practice, Nurture Principles, ASD Training, Restorative Practice (please provide the name of provider and dates of course

Demonstrable experience of using language programmes to communicate with pupils eg. Makaton

Demonstrate experience of contributing to the school's extra-curricular programme

Demonstrable experience of writing Individual Education Plans

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

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

• 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\:-

• if he/she is employed as a teacher in a school under the reasonable direction of the principal of that school;
• 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.

• Exercise of particular duties
• 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.

• 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.

• 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.

• 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.

• 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.

• Staff Development/Professional Development
  
  

4.1 Participating, if required, in any scheme of staff development and performance review;

4.2

• Reviewing from time to time his/her methods of teaching and programmes of work;
• 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.

• 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.

• 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.

• Review and Development of Management Activities/Administration
  
  

7.1

• Contributing to the selection for appointment and professional development of other teachers, including the induction and assessment of probationary teachers;
• Co-ordinating or managing the work of other teachers;
• 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

• 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.

• Subject to the provisions of Article 22 of the Order, attending assemblies;

Registering the attendance of pupils and supervising pupils, whether these duties are to be performed before, during or after school sessions.

Number of days/Hours of work

8.1

• 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;

• 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;

• 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;

• Unless employed under a separate contract as a mid-day supervisor, a teacher shall not be required to undertake mid-day supervision;
• 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;
• 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;
• 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.
• Staff cover
  
  

9.1 Supervising and teaching any pupils whose teacher is not available provided that\:

• 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:

• 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.