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 6 months 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
Demonstrable experience of working with children with an SLD and SEBW profile.
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 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 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 websiteInterview
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 6 months’ 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
Have studied SEN as a subsidiary subject or as an area of specialism as part of teacher training
Hold a current Team Teach certificate for positive handling
Demonstrable experience of using language programmes to communicate with pupils eg. Makaton
Demonstrable experience of monitoring pupil progress, performance, target setting and intervention
Demonstrable experience of assisting with and/or co-ordinating an area of the curriculum
Demonstrable experience of teaching pupils for whom English is not their first language
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.
The Education Authority is an Equal Opportunities Employer
JOB DESCRIPTION
JOB TITLE: Teacher – Special
REPORTS TO Principal
PROFESSIONAL DUTIES OF A TEACHER
- Exercise of general professional duties
- 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.
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;
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;
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.
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;
9.1 Supervising and teaching any pupils whose teacher is not available provided that…
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.
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