Teacher - Special Educational Needs

Education Authority; Banbridge; On-site; GBP 30,000 - 45,000; Full time

Job summary

A leading education provider in Northern Ireland is seeking a Teacher - Special to join their dedicated team at Donard School. This permanent position involves promoting child-centred education, overseeing curriculum planning, and leading initiatives to improve student outcomes for those with special educational needs. Candidates must have a recognized teaching qualification and significant experience in special education. The role offers opportunities for professional growth and collaboration, reporting directly to the Principal.

Qualifications

• Minimum of 5 years teaching experience in a special school or learning support class.
• Evidence of leading a key aspect of school improvement linked to the development plan.
• Registration with the General Teaching Council for Northern Ireland (GTCNI).

Responsibilities

• Promote child-centred provision at Donard School.
• Lead special education initiatives and support staff.
• Monitor curriculum planning and assessment.

Skills

Knowledge of current approaches to promoting curriculum for SEN

Effective classroom strategies for diverse abilities

Ability to support staff in managing challenging behaviour

Knowledge of assessment methods for SEN learners

Education

Teaching qualification recognized in Northern Ireland

Job description

Job Title

Teacher - Special

Reports To

Principal

Job Purpose

• To promote child centred provision in being at the heart of Donard School’s planning, policies, provision and ethos.
• To share in the formation of a strategic vision for the school and support key development.
• To develop effective and dynamic collaborative links within the school’s local community including other schools, Support Services, AHP, voluntary and statutory bodies and Parents.
• To raise standards in teaching and learning and improve outcomes for all learners evidenced in meaningful assessment and pupil tracking.
• To raise standards in the provision of individual interventions for all pupils including behaviour support and intensive interventions.
• To encourage and empower staff through the provision of effective staff development and support.
• To support the Principal in whole school evaluation, monitoring and development planning (SDP).

Strategic Lead Teacher (TA3) Responsibilities

• Lead a department (Phase) of the school as determined by the Principal; monitor and evaluate curriculum planning and assessment within that phase.
• Ensure that the SEN policies and procedures are regularly reviewed, updated and understood by staff across the school.
• Be an active member of the School Leadership Team; assist with the operational function of the school and be fully involved in decision‑making.
• Deputise in the absence of the Principal /Vice-Principal.
• Assist the Principal in the formulation and evaluation of the School Development Plan.
• Assist the Principal in monitoring the in‑service training requirements of the school; including planning for, delivering and organising staff training in specific areas.
• Act as PRSD Reviewer and support ECT and Induction as appropriate.
• Monitor and review teacher assessment including Evidence For Learning, IEP/PLPs, and Annual Reports.
• Support the Annual Review process.
• Oversee the deployment of support staff.
• Oversee the development of intensive intervention and support for identified pupils across all phases; provide clear leadership in matters relating to developments and positive working across the school.
• Lead in relation to the provision of Behaviour Support including BSP, Risk Assessments and Team Teach, and ensuring that the School’s policies and procedures are being followed.
• Liaise with Allied Health Professionals regarding pupil needs and coordinate multi‑disciplinary teams (SPOT).

Teaching and Learning

• Lead by example as a teacher and leader, achieving high standards of pupil attainment, behaviour and motivation through effective teaching.
• Monitor the quality of teaching and learning, in line with the school policy; observations, monitoring of planning and scrutiny of pupil work.
• Liaise with the other Leadership Team members to monitor and promote effective transition arrangements.
• Liaise with the Designated Teacher regarding Safeguarding, Well‑being and Pastoral Care.
• Liaise with staff to coordinate and oversee the organisation of educational visits and school links.
• Ensure planning is effectively carried out and ensure pupils’ individual needs are being met.
• Monitor the standards of behaviour and achievement to ensure continuity and progression.
• Support class teachers in setting clear targets for improving and sustaining pupil achievement, supporting the teaching and learning process.
• Support staff to meet PRSD targets.
• Monitor planning and recording formats to ensure that they continue to meet the needs of the school.

Leadership

• Support the Principal in providing a clear vision and direction for the development of the school.
• Take a leading role in specific project(s) decided with the Principal.
• Attend Leadership Team meetings as required.
• Be a strong advocate for change and champion school improvement.
• Convey a positive “can do” attitude, motivate, inspire and lead staff; present a united front to secure successful outcomes of school initiatives.
• Establish and model good relationships, encourage good working practices and support and lead all staff.
• Plan, organise, chair and minute meetings as appropriate to ensure school policies and provision are implemented.

Standards and Quality Assurance

• Support the aims and ethos of the school.
• Liaise with Governors, where appropriate, to facilitate their overview of school management.
• Attend and participate in parent and community events.
• Uphold the staff code of conduct.
• Participate in and lead staff training.
• Partake in Continuing Professional Development.

People, Relationships and Personal Qualities

• Sustain effective, positive relationships with all staff, pupils, parents, Governors and the local community.
• Manage innovation and change.
• Work collaboratively.
• Manage and develop effective working relationships with all staff in the school.
• Liaise with all members in all areas to ensure continuity and progression.

Health and Well‑being

• Support the management staff and pupils’ health and well‑being.

Human and Material Resources and Their Development and Deployment

• Lead the professional development of all staff through example.
• Contribute to the audit of staff development and training needs and the provision of effective INSET.
• Ensure support and training during the induction of new staff and students.
• Support the establishment of priorities for expenditure across the whole school and within site.
• Ensure the maintenance of a structured environment for effective teaching; for good behaviour and discipline and for pupils’ physical, spiritual, emotional, moral, social and cultural development.
• Any other duties, roles and responsibilities associated with this post as determined by the Principal.

Additional Information

• This duty set may be reviewed from time to time by the Principal in consultation with the Board of Governors to reflect the changing needs of the school.
• In addition, they may be amended at any time consultation with the post holder.
• Teaching Allowances (TA) may be awarded to a classroom teacher up to a maximum of TA5; it is not possible to award more than one TA to a teacher to recognise different areas of responsibility.
• Should the successful applicant already hold a TA the post holder will be required to relinquish their TA prior to taking on the responsibility of the new allowance.

Person Specification

Essential Criteria

• Hold a teaching qualification which meets the requirements for recognition to teach in grant‑aided schools in Northern Ireland.
• Minimum of 5 years demonstrable teaching experience in a special school for pupils with Severe Learning Difficulties / Moderate Learning Difficulties or in a learning support class/ unit attached to a mainstream school or in a special provision attached to a mainstream school or in support services related to special education.
• 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/severe learning difficulties.
• Currently hold or have held within the past 7 years, a minimum of 1 year at senior leadership level.
• Evidence of having successfully led and managed a key aspect of whole school improvement linked to the school development plan which improved outcomes for learners.
• Demonstrate ability to support staff in managing pupils with behaviours of concern through coaching, developing individual behaviour plans and coordinating with external agencies in implementing effective strategies.
• Beregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post.

Additional Essential Criteria (Interview/Selection Stage)

• Knowledge of current approaches to promoting and developing a meaningful curriculum for pupils with SEN.
• Working knowledge of using and evaluating teaching strategies that effectively meet the learning needs of children and young people with moderate/severe learning difficulties and/or pupils with complex, sensory and/or profound and multiple learning difficulties.
• Knowledge and understanding of current assessment methods used with children and young people who have SEN to identify barriers to learning and plan for learning and measure progress.
• Knowledge of approaches and interventions that promote positive behaviour for learning and engagement.
• Knowledge of information technology systems such as digital classroom tools/media and the use of tablets/mobile technologies to enhance learning.
• Working knowledge of strategic school development planning, monitoring and evaluation.
• Demonstrate knowledge of effective staff development including the ability to mentor and coach colleagues in specialist strategies and best practice.

Desirable Criteria

• Demonstrate experience of leading staff development initiatives to enable staff to meet the holistic needs of SEN learners.

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.

Other Information

• In the event that you are recommended 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.
• Further information can be accessed at NI Direct or the Department of Justice.
• To view the applicant guidance notes, please click here (link removed).
• To learn about the many great benefits of joining the Education Authority, click here (link removed).
• The Education Authority is an Equal Opportunities Employer.

Teaching Allowance and Status

Teaching Allowance: TA3 - Senior Teacher- Teaching Allowance 3

Status: Permanent

Responsible To: TA3 will report to the Principal/Vice Principal and provide written reports to Principal/Governors as specified by the Principal.