Teacher - Learning Support Co-ordinator (to include delivery of learning support). Permanent - TA2

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 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. 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 teacher’s 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. 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 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; 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. Job Title: Learning Support Co-ordinator (to include delivery of learning support) OVERALL RESPONSIBILITY AND PRIMARY OBJECTIVES · To lead the development and evaluation of special and additional educational needs in Saintfield High School and to oversee the day-to-day operation of the school’s SEN policy. · To raise standards of achievement of children with special and additional educational needs. · Deliver a programme of literacy and numeracy support to identified pupils, and co-ordinate a whole-school approach in collaboration with the Curriculum Leaders for English and Mathematics. · To increase staff confidence and competence in teaching and monitoring children with special and additional educational needs. · To ensure children with special and additional educational needs within the school have full entitlement to the curriculum, and share parity of learning with all other pupils. · In collaboration with key personnel, ensure and contribute to the holistic development of all pupils with special and additional educational needs. · Create a well-resourced and welcoming base in Saintfield High School for all pupils with special and additional educational needs and their families. Leadership & Management 1. Contribute to the overall strategic direction and delivery of the school’s aims and objectives by providing advice, insight and experience that will be beneficial to the activity and development of Saintfield High School in the area of special and additional educational needs. 2. To champion best practice in all areas of providing high quality learning and teaching for those pupils with special and additional educational needs. 3. Monitor and evaluate the effectiveness of special and additional educational needs provision through an evaluative provision map management cycle. 4. Track children’s progress and set targets for raising achievement. 5. Ensure up to date and accurate records are kept of all interventions/involvement for individual children. 6. Take a lead on aspects of SEN legislation and initiatives, including creation, implementation, monitoring and evaluation of Personal Learning Plans (PLPs), as set out by the DENI/EA. 7. Support and develop colleagues (both teaching and non-teaching) in relation to special and additional educational needs through advice, guidance and organisation of in-service training (involving internal and external personnel), including taking responsibility for Learning Assistants’ CPD. 8. Supervise and manage the team of Learning Assistants within the school in all areas of their work relating to the provision they provide for children in the classroom. 9. Undertake annual PRSD with all Learning Assistants, for ratification by the Leadership Team. 10. Secure, allocate and monitor a resource budget to ensure effective curriculum access for all children with special and additional educational needs. 11. Keep up to date with knowledge of national and local initiatives and how they may impact upon policy and practice. 12. Undertake professional development activities to increase own effectiveness. 13. Liaise with a range of external agencies for pupils’ provision. 14. Monitor and revise all school policies with regard to special and additional educational needs. 15. Chair and produce agendas and minutes of all SEN Team meetings and follow up on all areas of action. 16. Contribute to the school’s School Improvement Plan to ensure the setting, monitoring and evaluating of achievable and meaningful targets, through the creation of robust action plans, and the reporting of these action plans to the school’s Board of Governors and Leadership Team. 17. Develop and maintain effective methods of communication with all stakeholders within the school community, to include, pupils, parents and carers, members of staff, Governors, external agencies and the wider community. 18. Adhere to all statutory and legislative requirements for the provision of children in schools in NI with special and additional educational needs. Teaching & Learning 1. In collaboration with the school’s Leadership Team, monitor learning and teaching to ensure the needs of children with special and additional educational needs are met. 2. Deliver a programme of literacy and numeracy support to identified pupils, and co-ordinate a whole-school approach in collaboration with the Curriculum Leaders for English and Mathematics. 3. Collaborate with Curriculum Leaders (Heads of Departments) on a regular basis for the improvement of classroom provision for those children with special and additional educational needs. 4. Assist teachers with development of content and resources at subject level for individual children – this will include delivering training, when necessary, at whole-school level, and developing support materials for both staff and pupils. 5. Deliver training on a range of areas for parents/carers of children with additional and special educational needs, for example, Literacy and Numeracy Support Clinics. 6. Meet regularly throughout the academic year with pupils who have a statement of educational need (in addition to the Annual Reviews), to monitor their progress, and those students with specific complex needs on the SEN register. Liaison/Communication 1. Communicate regularly with teachers and Learning Assistants, making positive comments about work and pupil progress. 2. Meet regularly with the Leadership Team to monitor provision in the school for children with special and additional educational needs. 3. Meet with Vice Principal with responsibility for Pupil Well-being monthly to monitor pastoral provision for children with special and additional educational needs. 4. Act as initial point of contact for all special and additional educational needs queries within the school community. 5. Liaise with all key personnel in school community to implement statutory duties and policies. 6. Manage the dissemination of all relevant information to all members of staff and parents/carers. 7. Manage all correspondence in areas pertaining to special and additional educational needs to outside agencies/EA/DENI. 8. Liaise with and visit feeder primary schools to meet with new Year 8 pupils transitioning from Primary 7. 9. Participate in relevant Committee meetings of the Lecale Learning Community. Continuing Professional Development - Personal 1. In conjunction with the Leadership Team, take responsibility for personal professional development, keeping up to date with research and developments in teaching pedagogy for special and additional educational needs provision. 2. Undertake any necessary professional development as identified in the School Improvement Plan. 3. Develop skills and knowledge for mentoring and coaching colleagues (teachers and Learning Assistants). 4. Maintain a professional learning log and portfolio of evidence to support the PRSD process - evaluating and improving own practice. Continuing Professional Development - Staff 1. Plan and deliver training opportunities (internal and external) for all members of staff in relation to overcoming barriers to learning and statutory responsibilities, in accordance with School Improvement Plan priorities. 2. Meet regularly with key colleagues to discuss, review and monitor progress made in implementing change. 3. Create a platform for the sharing of good practice (with both teachers and Learning Assistants). Assessment & Recording 1. The post holder will take overall responsibility for the production of all Personal Learning Plan), through collaboration with all Curriculum Leaders and subject teachers with regard to strategies and success criteria used – these will be presented to, and reviewed by, the Leadership Team bi-annually. 2. Identify and implement specific requirements for pupils in Years 8-10 during internal tests and examinations and disseminate procedures to members of staff. 3. Interpret a range of assessments to improve attainment (both academic and personal) for children with special and additional educational needs and undertake testing for all Senior School (Years 11 and 12) pupils to ascertain specific requirements during formal examinations. 4. The post holder will take lead responsibility for the application of Access Arrangements for individual pupils requiring assistance at Key Stage Four. 5. The post holder will have overall responsibility for disseminating Learning Assistant provision to meet Access Arrangements in place for Senior School pupils. 6. Support teaching staff to track children’s progress. 7. Organise and manage the statutory Annual Reviews. 8. Report annually on the progress of children with special and additional educational needs as part of the school’s reporting sequences. 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 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 two years’ demonstrable experience of using a range of effective classroom strategies to provide support to, and challenge children and young people of all abilities, including those with Special and Additional Educational Needs. Demonstrable experience of working with a range of professionals to meet the needs of children and young people with Special and Additional Educational Needs. Demonstrable experience of the use of specialist resources and/or facilities to meet the needs of children and young people with Special and Additional Educational Needs. Demonstrable experience of monitoring pupils’ progress, target-setting and associated intervention. Demonstrable experience of providing additional pupil support in a small group setting to achieve positive learning outcomes. Willingness to deliver additional pupil support for literacy and numeracy in a small group setting. Demonstrate through qualification and/or experience the ability to contribute to the extra-curricular programme within the school 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils 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 School’s Values/ethos. You will find information about our Values/ethos on the school's website www.saintfieldhighschool.com 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 Candidate can demonstrate effective leadership qualities, including excellent organisation, administrative and communication skills. Demonstrable experience of writing and co-ordinating Personal Education Plans (or Individual Education Plans). Demonstrable experience of the Annual Review process. Have successfully completed an additional postgraduate (or equivalent or higher) qualification in or relating to SEN. Minimum of three year’s demonstrable experience of using a range of effective classroom strategies to provide support to, and challenge children and young people of all abilities, including those with Special and Additional Educational Needs. 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