English/EAL Teacher – Post Primary Full Time NEW

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 date of taking up appointment;

Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland

Hold a degree or equivalent Level 6 qualification which has prepared the applicant to teach English as his/her main subject

Shortlisting by Application Form

Experience

Experience of teaching English to achieve positive learning outcomes (teaching practice acceptable)

Demonstrable experience of using a range of teaching strategies to meet the learning needs of pupils

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

Demonstrable Knowledge Of The Requirements Of:

• Key stage 3 English
• GCSE specifications

Knowledge and understanding of effective strategies to teach and support newcomer / EAL pupils

Knowledge and understanding of Safeguarding and Child Protection policy/practice

Knowledge and understanding of approached to assessment in order to promote effective teaching and student progress

Demonstrable and current knowledge of approaches to promoting positive behaviour for learning eg, Restorative Practice

Knowledge and understanding of approaches to assessment in order to promote effective teaching and student progress

Experience of monitoring, evaluating and planning in the subject area

Knowledge of the SEND Code of Practice

Interview

Skills / Abilities

Effective teaching and classroom management skills to inspire and challenge pupils to raise achievement

Ability to use initiative, solve problems and be flexible

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

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

At time of taking up appointment;

Hold an Honours Degree (2.2 minimum) or equivalent qualification in English or a subject appropriate to the teaching of English

Demonstrate paid experience of teaching EAL / newcomer pupils to achieve positive learning outcomes

Demonstrable experience of assisting with and / or co-ordinating a curriculum and / or pastoral area

Shortlisting by Application Form

The EAL / Newcomer Coordinator will specifically lead on support and interventions for students whom English is an additional language. They will provide strategic leadership and operational management of provision for newcomer pupils, ensuring effective induction, targeted language support and appropriate assessment, tracking and progression. The post holder will work closely with senior leadership, teaching and support staff, pupils and parents to ensure newcomer pupils are fully supported to access the curriculum and integrate successfully into school life.

Along with an English teaching commitment this post will also involve approximately 10 periods of EAL intervention / support.

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

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

• 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:-

• 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.

• 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.

• 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;
• 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.

• 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;
• Co-ordinating or managing the work of other teachers;
• 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

• 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.

• Subject to the provisions of Article 22 of the Order, attending assemblies;
• Registering the attendance of pupils and supervising pupils, whether these duties are to be performed before, during or after school sessions.
• 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;

• 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;

• 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;

• Unless employed under a separate contract as a mid-day supervisor, a teacher shall not be required to undertake mid-day supervision;
• 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;
• 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;
• 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.
• Staff cover

9.1 Supervising and teaching any pupils whose teacher is not available provided that:

• 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:

• 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.

KEY TASKS

The teacher appointed will be responsible for the following areas:

• Lead, coordinate and manage the overall newcomer / EAL provision within the school.
• Teach allocated newcomer / EAL classes for approximately 10 periods per week, providing targeted English language instruction.
• Coordinate the admission and induction of newcomer pupils, in liaison with senior leadership, pastoral staff and external agencies where required.
• Carry out initial language assessment and profiling of newcomer pupils upon admission and establish and maintain systems to track and assess the progress of newcomer pupils.
• Design, implement and review the structure of newcomer provision, including withdrawal support, in‑class support, small group teaching and transition arrangements to mainstream classes.
• Support and advise teaching staff on EAL strategies, differentiation and supporting pupils with limited English proficiency.
• Line management responsibility for newcomer teaching and support staff
• Organise and coordinate the use of interpreters / translators for parent meetings, admissions and key communications.
• Liaise with relevant external agencies, support services and community organisations as required.
• Promote whole‑school awareness of EAL and inclusive practice and keep up to date with DENI / EA guidance and EAL‑related initiatives
• Participate in relevant professional learning and networks related to EAL provision.
• Holding an annual review meeting with the principal in respect of the newcomer policy, self-evaluation, pupil progress analysis, targets and strategies for improvement and a newcomer development plan.
• Encouraging and organising activities / clubs which will benefit the pupils in their courses and foster an interest in related areas of study.
• Holding regular department meetings and providing the SLT with the minutes of these meetings.
• Efficiently and effectively managing the annual delegated departmental budget for newcomers.
• Keeping such records, as may be necessary, e.g. resources, equipment, class progress etc.
• Carry out any other duties appropriate to the post as directed by the principal.

In summary, the duties consist of the overall management of newcomer provision. These may be subject to annual amendment after consultation with the post holder.

NB: The above is an exemplar of the MAJOR TASKS and ACTIVITIES of the post. It is not intended as an exhaustive list of every one of the postholder’s duties.