Senior School Improvement Professional - 3 posts in Belfast

Line Management:

• Post One - reports to Director of Universal School Support
• Post Two - reports to Director of Targeted and Sectoral Support
• Post Three – reports to Director of School Governance and Management

LEADERSHIP

Senior School Improvement Professionals (SSIP) are responsible for working flexibly and collaboratively to support the relevant Heads of Service and Directors to provide leadership to the EA’s services and functions. SSIP are responsible for overseeing the delivery of high-quality, efficient services; ensuring alignment across directorates; leading service improvement initiatives; and contributing to corporate programmes and projects. They will also work in partnership with school leaders to promote high-impact outcomes and as a ‘critical friend’ to challenge less effective practice in schools. These positions demand demonstrated expertise in leadership and effective collaboration to ensure that our services enable schools to achieve optimal outcomes for children and young people.

In this context, the roles have responsibility for the following:

• As a member of the directorate’s senior management team, streamline structures, leverage strengths, and enhance EA as an excellent place to work.
• Lead and Manage groups of School Improvement Professionals, Development Officers and Advisory Teachers in the provision of effective services to schools and other stakeholders, while implementing projects and programs aligned with EA's priorities.
• Work to support Heads of Service to inform, align, agree and progress corporate and directorate priorities that are linked to school improvement and contribute to improved outcomes for children and young people.
• Liaise with other Education directorate teams, EA directorate teams and external stakeholders including other professionals and agencies as appropriate.
• Support the Directors in the operational delivery of a regional school improvement function, developing a risk-based approach to the identification of schools requiring support, challenge and/or intervention.
• Support Heads of Service and Directors to ensure that the optimum structures are in place for the directorate and delivering any changes required to deliver these structures.
• Provide leadership to empower project teams and staff and develop a culture of improvement and operational excellence.
• Assist the Heads of Service and Directors in providing reviews of EA’s essential operations and current challenges to help create a more equitable organisational structure.
• Advance EA’s medium-term objectives for sustainability by ensuring that directorate and service delivery models are consistently aligned with its vision and strategic priorities.
• Provide support to Heads of Service and Directors in prioritisation of EA’s activities to monitor which are essential and which may need to be discontinued, paused or reconfigured.
• Ensure that annual budget allocations are effectively monitored and managed.
• Ensure proactive performance management of provision by monitoring and reporting on performance indicators.
• Promote a performance management culture through teams and individual accountability.
• Work collaboratively with stakeholders including partners across the education sector, governing bodies, school leaders, trade unions, elected representatives, other related agencies, the media and the public.
• Maximise opportunities for improvements while promoting innovation and risk appetite.
• Provide leadership for any projects relating to service delivery model while ensuring that EA adheres to relevant legislation and standards.
• Ensure that service delivery is shaped by service user input.
• Advise Heads of Service and Directors on policy issues and contribute to policy reviews in collaboration with counterparts in the Department of Education.
• Provide information for responses to Assembly Questions, Freedom of Information requests and complaints relating to the work of the Directorate.
• Keep up to date with current research and policy development and provide specific advice/guidance in at least two of the following areas: TransformED, SEN Reform, STEM, CEIAG, Entitlement Framework, Early Years, Literacy, Numeracy, ICT, effective use of data, tackling educational disadvantage, health education.

The above responsibilities apply to all Senior School Improvement Professionals. Whilst initially appointed to a specific post there may be opportunities to move to another position at grade in any directorate where there is a match between individual skill sets and experience, providing personal development opportunities for a wide-ranging and varied career and supporting the organisation in the most effective use of strategic leadership experience at this tier.

Key areas of focus for the posts:

• Senior School Improvement Professional
• Post One - Universal School Support
• Post Two - Targeted School Support
• Post Three - School Governance and Management

The successful candidates will be appointed to one of three Divisions:

• Universal School Support
• Targeted and Sectoral Support
• School Governance and Management

Candidates will be asked to provide an indication of their preference at the time of application.

As noted, the Directorate is currently being reshaped. This may impact on the titles and scope of comprising services.

Specific Duties:

Post One - SSIP Universal Support

• Provide leadership in the use of performance and other data to monitor the performance of Post-Primary schools and analyse this against key indicators for schools under stress;
• Use performance information to co-ordinate and prioritise the work of teams of Education Partners to celebrate, challenge Boards of Governors and school leaders of Post Primary Schools, where appropriate, to improve outcomes for children and young people;
• Support and challenge Post-Primary school leaders in developing, implementing and monitoring their school’s progress within the self-evaluation and school development planning processes;
• Ensure continued liaison with relevant stakeholders including the Education Training Inspectorate on matters relating to Post-Primary school performance;
• Lead and manage teams of Education Partners including School Improvement Professionals (SIPs) for the development of Post-Primary school and teacher networks;
• Lead and manage implementation of actions in relation to externally-funded school improvement projects where appropriate.

Post Two - SSIP Targeted Support

• Provide support (as Post-Primary Lead) for leadership appointments in Controlled schools;
• Lead the provision of targeted support programmes within the TNC Effective leadership/ Effective teaching processes, where these have been initiated in Controlled schools;
• Bring continued focus to the improvement of educational outcomes in Controlled Schools including reporting, as required, on the educational viability of Controlled schools as part of the Area Planning process;
• Commission targeted support for Controlled schools and Controlled school leaders as part of the EA’s school improvement strategy, including brokering of school-to-school support.
• Co-ordinate multi-disciplinary teams across schools that have been identified for targeted support.
• Collaborate with a range of educational organisations to help raise standards and improve outcomes across targeted Post-Primary Schools.
• Analysing data to help inform the development of targeted support to address areas of need across targeted Post-Primary Schools.
• Contribute to strategic workstreams that impact overall school improvement.
• Support the dissemination of effective practice across the education sector.
• Lead and managing stakeholder engagement to inform highly effective service delivery.
• Lead continuous improvement through robust evaluation, innovation and creativity e.g. Maximising use of digital technology.
• Work in partnership with sectoral bodies to advance strategic workstreams.

Post Three - SSIP School Governance and Management

• Lead a multi-disciplinary, cross functional team, integrating specialist services to strengthen governance, leadership and management across the education system, improving organisational performance, accountability and outcomes for children and young people;
• Work collaboratively with colleagues from EA Finance Directorate to analyse performance and financial data, identifying schools at financial risk and informing targeted intervention and support;
• Oversee the implementation of the post-primary Integrated Curriculum and Financial Planning (ICFP) framework to improve educational and financial sustainability;
• Co-ordinate/ Direct Education Partner teams in providing strategic challenge, advice and support to schools, balancing educational priorities with financial sustainability through workforce, leadership and organisational planning;
• Collaborate with HR and People Services to develop innovative workforce planning solutions, including strategies to recruit, deploy and retain specialist teaching expertise;
• Strengthen school leadership, management and governance by developing, mentoring and coaching a cohesive leadership team at school level comprising Boards of Governors, principals and senior leadership teams;
• Lead the development and implementation of standards and competency frameworks to enhance the effectiveness of school leadership, management and governance;
• Provide representation for EA Education Directorate at Teacher Negotiating Committee (TNC) and contribute to discussions and policy development in workforce planning and industrial relations;
• Promote system-wide understanding of teachers’ and school leaders’ terms and conditions and, in partnership with Management Side and Northern Ireland Teachers’ Council (NITC), develop practical guidance, toolkits and resources to reduce workload and improve professional practice.

Other (all posts)

Any other duties related to the role which may be required from time-to-time by the Chief Executive and the Board. In accordance with Section 75 of the Northern Ireland Act (1998), be expected to promote Good Relations, Equality of Opportunity and pay due regard for Equality Legislation at all times. 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

Candidates must demonstrate on their application form that they meet the following essential criteria:

• Have held a Senior Leadership Post in a Post-Primary School for a minimum of five years OR have worked in an advisory capacity in a school improvement service for a minimum of five years.
• Have successfully led a change initiative as part of an Area Learning Community or professional learning community involving two or more schools.
• Have knowledge of the Entitlement Framework and how it influences the design and delivery of the KS4 and Post-16 Curriculum in Northern Ireland.
• Demonstrable experience of shaping the direction, priorities and objectives of effective teams, influencing others and fostering a culture of collaboration and accountability to achieve successful outcomes.
• Experience of providing leadership with evidence of empowering, championing excellence and establishing momentum for continuous improvement that has delivered improved outcomes for schools.
• The successful candidate should also be a strong communicator with proven skills to engage across a wide range of stakeholders, demonstrating successful impact.
• Demonstrates an understanding of the potential, alongside the challenges of delivering high quality effective support services to children and young people with SEN.

The successful candidate will be required to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion.

Our Values

Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery. These reflect our aim which is to meet the needs of all our children and young people equally, removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential.

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

The Education Authority is an Equal Opportunities Employer.