Controlled Schools%27 Unit - Education Partner (Special Schools %26 EOTAS)

Education Authority; Armagh; On-site; GBP 40,000 - 60,000; Full time

Job summary

A regional educational organization is seeking a CSU Educational Partner to lead strategic support for Special Schools and EOTAS settings in Northern Ireland. The role involves improving educational outcomes, analyzing performance data, and collaborating with stakeholders. Candidates must possess a valid teaching qualification and have a minimum of two years' relevant experience. This position promises an engaging environment focused on educational excellence and equality.

Benefits

Professional development opportunities

Commitment to equality in education services

Qualifications

• Hold a teaching qualification that meets recognition requirements in grant-aided schools.
• Minimum two years’ experience in Special Schools and/or EOTAS sectors.
• Experience in leading teams and making strategic contributions.

Responsibilities

• Lead provision of support to Special Schools to improve educational outcomes.
• Analyze school performance data for development of school profiles.
• Represent the Education Authority at Boards of Governors’ meetings.

Skills

Leadership

Analytical skills

Communication

Knowledge of educational legislation

Education

Teaching qualification recognized in Northern Ireland

Job description

JOB DESCRIPTION

Service Area: Education Directorate – Controlled Schools’ Unit

RESPONSIBLE TO: Programme Director Controlled Schools’ Unit

Controlled Schools’ Unit (CSU) – Educational Partner (Special Schools inc. EOTAS)

RESPONSIBLE FOR: Leading the provision of high‑quality strategic support and challenge to Special Schools & EOTAS settings across the region, improving educational provision and outcomes, and supporting the Education Authority’s implementation of the TransformED programme and other DE and EA priorities.

Job Purpose

The Controlled Schools’ Unit provides high‑quality strategic support and challenge to Controlled School principals, Boards of Governors and school staff to raise standards and improve educational outcomes. The CSU seeks to support a network of self‑evaluating, sustainable, high‑performing schools with effective leadership, teaching and empowerment of pupils.

All Controlled Schools will be monitored, supported and challenged through the CSU. The CSU Educational Partners use a range of intervention strategies, broker services, and nurture networks to facilitate school‑to‑school support at a sectoral level.

Educational Partners work closely with other officers across the Education Directorate and other Directorates to ensure that school improvement is integral to regional services.

CSU Educational Partner Responsibilities

The CSU Educational Partner has the following responsibilities:

• Provide challenge and support to Special Schools & EOTAS settings in raising standards and enabling the EA to meet Department of Education priorities.
• Act as an Educational Partner ensuring support and challenge in relation to leadership and management, self‑evaluation, school development planning & target setting, academic performance, learning and teaching.
• Undertake a leadership role in identified aspects of school improvement within the CSU team.
• Analyse school performance and management data and contribute to the development of school profiles and information systems.
• Contribute to the identification of Special Schools & EOTAS settings where there is a potential or actual cause for concern.
• Serve as CSU Educational Partner for identified Special Schools and EOTAS settings.
• Support and develop existing and new clusters and networks of Special Schools/EOTAS settings and practitioners across the system.
• Identify and disseminate effective practice and facilitate access to networks and examples of effective practice.
• Monitor and evaluate how effectively Special Schools & EOTAS settings are working towards DE priorities.
• Support the identification of under‑achieving groups of pupils to ensure equal opportunity.
• Represent the EA at Boards of Governors’ meetings, as required.
• Provide assessment within the appointment scheme for Controlled Schools, as required.
• Attend meetings related to the inspection process in Special Schools & EOTAS settings across the region.
• Lead and contribute to project teams and working groups established to support EA & DE priorities.
• Maintain personal knowledge of the curriculum, teacher professional learning, and strategies for monitoring, evaluation and development of high‑quality educational provision.
• Contribute to responses to Assembly Questions, FOI requests, correspondence and complaints in relation to schools within the locality.
• Assist in preparing EA Board and Committee papers as required.
• Undertake such training as may be required for personal and professional development.

Other duties and responsibilities applicable to the role of CSU Educational Partner

• Challenge performance and work to agreed protocols.
• Act as an enabler by providing professional support to drive delivery.
• Enable knowledge transfer through reference to up‑to‑date knowledge and access to local and national exemplars.
• Be insightful in analysing all aspects of a school’s performance, including examination data and inspection evidence.
• Support schools to self‑evaluate the quality of leadership, governance, learning and teaching, and pastoral provision.
• Support schools to challenge underperformance and assist with improvement.
• Maintain up‑to‑date knowledge of relevant educational legislation and guidance.
• Lead and advise on governance roles, responsibilities and relationships.
• Promote good corporate governance behaviour and adherence to the Nolan Principles of conduct.

This job description is a broad outline of the responsibilities. Other reasonable duties may be assigned by the CSU Programme Director in consultation with the post‑holder.

In accordance with Section 75 of the Northern Ireland Act (1998), the post holder is expected to promote good relations and equality of opportunity, and to pay due regard to equality legislation at all times.

To view the summary of terms and conditions for this post, click here.

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. Failure to do so may result in not being shortlisted.

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 below, using the information provided by you on your application form.

5. 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.

Section 1 – Essential Criteria

• Hold a teaching qualification that meets the requirements for recognition to teach in grant‑aided schools in Northern Ireland.
• Have a minimum of two years’ demonstrable experience of leading and contributing to at least three of the following areas within the Special Schools and/or EOTAS sector:
  • School Improvement;
  • Teacher Professional Learning;
  • Development and facilitation of school and teacher networks;
  • Identification and dissemination of effective practice;
  • Collaboration and/or consultation with a range of stakeholders.
• Have demonstrable experience of making a strategic contribution to measurable improvements in school performance.
• Have experience of successfully leading teams or working groups to achieve targets or objectives.
• Have access to a suitable vehicle or appropriate alternative method of transport to meet mobility requirements of the post.

Section 2 – Essential Criteria

• Demonstrable knowledge of current and anticipated challenges facing the wider education sector in Northern Ireland, the EA’s strategic priorities and corporate objectives, statutory responsibilities, policies and procedures, the scope of the Education Directorate’s responsibilities, and the Northern Ireland Curriculum.
• Ability to build effective working relationships, lead and coordinate teams, work autonomously, analyse complex information, manage time and workloads effectively, and communicate effectively to a range of audiences.
• Evidence of alignment with the EA’s ethos and values.

Section 3 – Desirable Criteria

• Experience of leading a key area of the curriculum to include monitoring and evaluating to bring about school improvement.
• Three years’ demonstrable experience in school improvement, teacher professional learning and development of teacher networks.

Our Values

Evidence of commitment to equality and excellence in service delivery, removing barriers to learning and ensuring equality of access to excellent education services for all children and young people.

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. 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.