Teacher - Special Educational Needs - Head Of Department in Craigavon

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Teacher - Special Educational Needs - Head Of Department

Teacher - Special Educational Needs - Head Of Department in Craigavon

Craigavon Full-Time On-site

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JOB DESCRIPTION

JOB TITLE: Teacher - Special - Head Of Department

REPORTS TO\: Principal

This post attracts Teaching Allowance 2

A Head of Department shall be required to carry out the duties of a teacher and lead a class within their department where possible.

This post is initially to lead the primary dept. within the school.

In addition, the duties of the Head of Department will be:

· To lead a department of the school, 1 from the following:

o Early Years Foundation

o Primary

o Secondary

o Post -16

o Nurture/ Intensive Support

Duties will include:

· 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, Senior Teacher

· To assist the Principal in the formulation and evaluation of the School Development Plan.

· To assist the Principal in providing Staff Development. This will include planning for, delivering and organising staff training in specific areas (directed by the Principal)

· Actively support, within the range of existing school teams inc. intensive or individualised supports as appropriate for both pupils and staff

· To act as a mentor for Middle Leadership team members.

· To monitor and evaluate\: the curriculum as appropriate, IEP/PLPs, Half Term Plans, Classroom observations and practices, timetables, related communications.

· To act as PRSD Reviewer within Key Stage as appropriate

Suitable teaching release will be made available to carry out the duties required of the TA2 post holder.

Other delegated responsibilities may include any combination of the following, as requested by the Principal:

1. Curricular play/Activity Based Learning(ABL) /Outdoor learning

2. Extra-curricular, e.g. appropriate after-school clubs, special events, school residential, liaising and coordinating with special groups working with school e.g. private business, volunteers, charitable and voluntary organisations, EA/ initiatives

3. Liaising with AHP and related support groups / charitable and voluntary groups

4. Home-to-school transport and educational visits

5. Parental and social communication

6. C2K manager

7. Deputy Designated Teacher

8. Team Teach tutor.

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.

Ø This list is not exhaustive.

Teaching and Learning

1. Lead by example as a teacher and as a manager, achieving high standards of pupil attainment, behaviour, and motivation through effective teaching.

2. Be responsible to the Principal for co-ordinating the work of the Key Stage, supporting and advising where appropriate.

3. Support curriculum leaders in the development and implementation of curricular initiatives.

4. Monitor the quality of teaching and learning within the Key Stage, in line with the school policy. This may include lesson observations, monitoring short- and medium-term planning, and scrutinising pupils’ work.

5. Review long-term planning in a Key Stage to ensure coverage, progression, and a range of learning experiences across the Key Stage.

6. Liaise with the other Heads of Key Stage to monitor and promote effective transition arrangements to ensure continuity and progression for all pupils.

7. Liaise with the Designated Teacher regarding Pastoral Care.

8. Liaise with the Coordinator for Educational Visits and the Key Stage staff to co-ordinate and oversee the organisation of educational visits within the Key Stage.

9. Ensure Key Stage planning is effectively carried out and ensure pupils’ individual needs are being met.

10. Monitor the standards of behaviour and achievement within their year group and across Key Stage to ensure continuity and progression.

11. Liaise with Head of Assessment in relation to standards of pupil achievement and the quality of teaching.

12. 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.

12. Support Key Stage staff to meet P.R.S.D. targets.

Leadership

1. Support the Principal in providing a clear vision and direction for the development of the school.

2. Take a leading role in specific project(s) to be decided with the Principal.

3. Contribute to Leadership Team decisions on all aspects of policy development and organisation by playing a significant role in the preparation, implementation, and monitoring of the School's Development Plan.

4. Attend Leadership Team meetings as required, and report back to staff when necessary.

5. Be a strong advocate for change and champion school improvement.

6. Convey a positive “can do” attitude, motivate, inspire, and lead staff and present a ‘united front’ to secure successful outcomes of school initiatives

7. Establish and model good relationships, encourage good working practices and support and lead all staff within the Key Stage.

8. Plan, organise, chair and minute Key Stage meetings as appropriate to ensure school policies and practices are being implemented.

Standards and Quality Assurance

1. Support the aims and ethos of the school.

2. Liaise with the Governors, when appropriate, to facilitate their overview of school management.

3. Attend and participate in open/parent evenings.

4. Uphold the staff code of conduct and comply with the behaviour.

5. Participate in and lead staff training.

6. Partake in Continuing Professional Development

People, relationships, and personal qualities

1. Sustain effective, positive relationships with all staff, pupils, parents, Governors, and the local community.

2. Encourage physical development, moral and spiritual growth, and civic and social responsibility amongst pupils.

3. Manage innovation and change.

4. Work collaboratively.

5. Manage and develop effective working relationships with all staff in the school.

6. Liaise with all members in all areas to ensure continuity and progression

Human and material resources and their development and deployment

1. Lead the professional development of all staff through example.

2. Contribute to the audit of staff development and training needs and the provision of effective INSET.

3. Ensure support and training during the induction of new Key Stage staff and students.

4. Support the establishment of priorities for expenditure across the whole school and within Key Stage and liaise with the Requisition post holder within the school.

5. Ensure the maintenance within their Key Stage 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.

PERSON SPECIFICATION

NOTES TO JOB APPLICANTS

1. 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.

2. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise.

3. The stage in the process when the criteria will be measured is outlined in the table below.

4. 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.

5. 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.

6. 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 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 complex Special Educational Needs in a special school. Demonstrable experience of developing positive relationships for learning with children and young people with complex needs Demonstrable experience of working with a range of professionals to meet the needs of children and young people with complex Special Educational Needs Demonstrable experience of and/or continuing professional development in the use of specialist equipment, facilities, knowledge or skills to meet the needs of children and young people with complex Special Educational Needs	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 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 complex Special Educational Needs Knowledge and understanding of current assessment methods used with children and young people who have complex Special Educational Needs in order to diagnose, plan for learning and measure progress Knowledge of approaches to promoting positive behaviour for learning 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 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

Minimum of 3 years’ demonstrable experience of using a range of effective primary practice classroom approaches to provide support and challenge children and young people of all abilities within a special school.

Demonstrable experience of having led a curricular or extra-curricular area at whole-school level in a special school

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

Demonstrable experience of monitoring pupil progress, performance, target setting and intervention

Hold a current Team Teach certificate for positive handling

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.

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The Education Authority is an Equal Opportunities Employer