Teacher - Special Educational Needs - Maternity Cover

PERSON SPECIFICATION

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

• 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.
• Experience
  • Minimum of 2 years’ paid demonstrable experience of using a range of effective classroom strategies to provide support and challenge children with Special Educational Needs in a special school or special provision class.
  • Demonstrable experience of developing positive relationships for learning with children and young people with Special Educational Needs.
  • Demonstrable experience of working with a range of professionals to meet the needs of children and young people with Special Educational Needs in a special school or special provision class.
  • 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 writing Individual Education Plans for children and young people in a special school or special provision class.
  • Demonstrable experience of the Annual Review process.
• Other
  • Be registered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post.
  • Pre‑employment Check.

SECTION 2 - ESSENTIAL CRITERIA (INTERVIEW)

• 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 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 (e.g. Restorative Practice).
• 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 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.
• Values Orientation / Identification with School Ethos
  • Evidence of how your experience and approach to work reflect the School’s Values/ethos. Information about the values/ethos can be found on the school's website.

SECTION 3 - DESIRABLE CRITERIA

• Qualifications And Experience
  • Minimum of 4 years’ paid demonstrable experience of using a range of effective classroom approaches to provide support and challenge children and young people of all abilities, including those with Special Educational Needs.
  • Demonstrable experience of using language programmes to communicate with pupils (e.g. Makaton).
  • Demonstrable experience of monitoring pupil progress, performance, target setting and intervention.

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 appointment to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. 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.

JOB DESCRIPTION

PROFESSIONAL DUTIES OF A TEACHER

• 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, e.g. if employed as a teacher in a school under the reasonable direction of the principal.
• Exercise of particular duties
  • A teacher employed as a teacher (other than a principal) shall perform, in accordance with any directions reasonably given by the principal, such particular duties as may reasonably be assigned.
• Planning
  • Planning and preparing courses and lessons;
  • Teaching, according to their educational needs, the pupils assigned, including setting and marking of work;
  • Assessing, recording and reporting on the development, progress and attainment of pupils.
• General
  • Promoting the general progress and well‑being of individual pupils and of any class or group of pupils assigned.
  • 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.
  • Making records of and reports on the personal and social needs of pupils, except where such reporting might compromise the teacher’s position.
  • Communicating and consulting with the parents of pupils.
  • Communicating and co‑operating with external persons or bodies approved by the employer.
  • Participating in meetings related to the curriculum or school administration and pastoral arrangements.
• Assessment/Reporting
  • Providing or contributing to oral and written assessments, reports and references relating to individual pupils and groups, except where this might compromise the teacher’s position.
• Staff Development/Professional Development
  • Participating, if required, in staff development schemes and performance reviews.
  • Reviewing teaching methods and programmes of work from time to time; participating in arrangements for further training and professional development.
  • Advising and cooperating with the Principal and other teachers on preparation and development of courses of study, teaching materials, programmes, assessment methods and pastoral arrangements.
• Discipline/Health and Safety
  • Maintaining good order and discipline among pupils in accordance with authority policies and safeguarding health and safety on premises and during authorized activities elsewhere.
  • Participating in school meetings relating to curriculum, administration, or pastoral matters.
• Public Examinations
  • Participating in arrangements for preparing pupils for public examinations, assessing pupils, recording and reporting assessments, and supervising pupils during examinations.
• Review and Development of Management Activities/Administration
  • Contributing to the selection, appointment and development of other teachers, including induction of probationary teachers; coordinating or managing the work of other teachers; taking part in reviewing and developing activities relating to curriculum and pastoral functions.
  • Participating in administrative and organisational tasks related to duties such as managing support staff, ordering and allocating equipment and materials; attending assemblies; registering attendance; supervising pupils during sessions.
• Number of days/Hours of work
  • A full‑time teacher shall be available for work on 195 days in any year, not more than 190 days involving teaching in a classroom situation.
  • A teacher shall be available to perform duties at times and places reasonably specified by the Principal or Board, for 1,265 hours in any year, excluding off‑premises preparation, marking, and travel.
  • Teachers are not to 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, teachers shall not undertake mid‑day supervision.
  • Teachers must have a break of at least 30 minutes between noon and 2:00 pm (30 minutes between noon and 2:30 pm for nursery schools).
• Staff cover
  • Supervising and teaching pupils when a teacher is unavailable, subject to enrolment limits and availability as described in the regulations.
• Legal and Equality
  • The post‑holder is expected to promote good relations, equality of opportunity and pay, in accordance with equal‑opportunity legislation at all times. The Education Authority is an Equal Opportunities Employer.