Vice Principal - Killard House School

Education Authority; Donaghadee; On-site; GBP 35,000 - 55,000; Full time

Job summary

An established educational institution is seeking a dynamic Vice-Principal to lead and inspire both staff and students. This role involves strategic leadership, curriculum coordination, and fostering a positive school culture. The successful candidate will work closely with the Principal to enhance teaching standards and student achievement while managing staff development and community relations. If you are passionate about education and ready to make a significant impact, this is the perfect opportunity for you to shape the future of the school and its students.

Benefits

Professional Development Opportunities

Supportive Work Environment

Flexible Working Hours

Pension Scheme

Health and Wellbeing Programs

Qualifications

• Hold a teaching qualification recognized in Northern Ireland.
• Minimum of 7 years teaching experience in primary/post primary education.

Responsibilities

• Leading learning through high standards of teaching and learning.
• Assisting the Principal in school administration and management.
• Promoting positive behavior and assertive discipline.

Skills

Leadership

Teaching

Curriculum Development

Assessment

Communication

Strategic Planning

Financial Management

Staff Development

Education

Teaching Qualification

Postgraduate Qualification in Education

Job description

PROFESSIONAL DUTIES OF A VICE-PRINCIPAL

Teachers' Terms and Conditions of Employment Regulations(NI)1987

Schedule 2

Regulation 4

TERMS AND CONDITIONS OF EMPLOYMENT OF VICE-PRINCIPALS

A person appointed Vice Principal in a school, in addition to carrying out the professional duties of a teacher, shall play a major role under the overall direction of the principal in:

(a) formulating the aims and objectives of the school;

(b) establishing the polices through which they will be achieved;

(c) managing staff and resources to that end

(d) monitoring progress towards their achievement;

(e) undertaking any professional duties of the principal delegated to him/her by the principal

(f) undertaking to the extent required by the principal or the relevant body or employing authority the professional duties of the principal in the event of his/her absence from the school; and

(g) entitlement to a break of at least 30 minutes between the hours of 12 noon and 2pm.

PROFESSIONAL DUTIES OF A TEACHER

Schedule 3

Regulation 5

TERMS AND CONDITIONS OF EMPLOYMENT OF A TEACHER

Exercise of general professional duties:

1 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 the Board on terms under which he/she 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

2 (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.

JOBDESCRIPTION – TEACHING POSTS

Main duties and Responsibilities

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. Staff cover

8.1 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.

JOB DESCRIPTION

VICE PRINCIPAL

The successful candidate will work within the agreed Terms and Conditions of Service for Vice-Principals.

The Vice-Principal will be required to deputise for the Principal when necessary and take an active part in all aspects of school life.

In addition to a full-time teaching commitment and membership of the School Leadership Team, the Vice-Principal’s duties will include:

Leading learning through example by high standards of teaching and learning.

Assisting the Principal in all areas of leading learning and teaching, school administration, management and organisation.

Assisting the Principal in leading School Development Planning, School Evaluation Self-Evaluations and Staff Development (INSET).

Curriculum Co-ordination including overseeing the development and delivery of the curriculum across the Key Stages.

Assisting the Principal in co-ordinating curriculum development, including planning, benchmarking, target setting, PRSD, monitoring the quality of provision within the school.

Assessment coordinator for the school.

Assisting the Principal in the promotion of positive behaviour and assertive discipline.

Chair of the Safeguarding Team and ensure that children have the best opportunity to reach their potential (with a particular interest in the Gifted/ Talented).

Act as line manager for classroom assistants.

Assisting the Principal with financial administration including budget planning and projections, allocations and monitoring spend and reconciliations.

Responsibility for timetables and rotas.

Maintaining, developing and promoting formal and informal links with parents including membership of the school PTFA committee.

Assist the Principal in organising major school events.

Responsibility for extra-curricular activities.

Assisting with lunch time cover.

Undertaking such other duties as the Principal may require.

This job description may be amended at any time after discussion with the Principal.

Asuccessful candidate will be able to demonstrate relevant experience, knowledge and skills associated with the following key areas.

Shaping the Future

• Keep abreast of and anticipate educational trends;
• Think strategically to build and communicate a shared coherent vision;
• Create an ethos and provide direction, which promotes a culture of high expectation, successful learning and achievement;
• Inspire, challenge, motivate and empower others to carry the vision and ethos forward;
• Model the values and ethos of the school.

Leading and Managing Staff

• Provide high quality leadership to secure improvement;
• Collaborate and network with others within and beyond the school;
• Foster a culture of shared/ distributed leadership;
• Develop, empower and sustain individuals and teams;
• Support the development of an open, fair, equitable culture and manage conflict effectively;
• Support and challenge performance in order to raise standards;
• Work with others to lead professional development for all staff within the context of the school’s development plan in order to support effective teaching and learning.

Leading Learning and Teaching

• Cultivate enthusiasm for and commitment to the learning process.
• Lead and manage the development of an effective learning and teaching culture.
• Lead and manage the self-evaluation process; work with staff and others to analyse a range of data, interpret outcomes and plan for improvement.
• Ensure effective implementation of the NI Curriculum, share good practice and work with others to challenge and address pupil under-achievement.

Developing the School in the Community

• Lead and manage the development and promotion of a positive image of the school within the local community and beyond;
• Develop and maintain strong and effective relationships with parents and the local and wider community;
• Ensure effective channels of communication are in place between the school and the local and wider community;
• Listen to, reflect and act on community feedback;
• Recognise and lead others to ensure that strategic planning takes account of the richness and diversity of the school’s communities and community feedback;
• Work closely with other relevant statutory and voluntary agencies to enhance the education of all pupils.

Managing the Organisation

• Prioritise, plan and organise themselves and others;
• Think creatively to anticipate and solve problems;
• Make sound decisions based on a range of informed judgments;
• Establish and maintain appropriate structures and systems;
• Lead and manage the development and implementation of the School Development Plan;
• Delegate tasks and monitor their implementation;
• Manage resources efficiently and effectively: human, physical and financial.

Ensuring Accountability

• Create and develop a culture in which all Governors and staff recognise that they are accountable for the success of the school;
• Combine the outcomes of regular self-evaluation, ETI inspection evidence and other external evaluations in order to develop the school;
• Lead and manage the process of monitoring and evaluating effectively school outcomes, policies and procedures;
• Work with the leadership team and others to recognise and disseminate effective practice and challenge and address unacceptable performance;
• Work closely with and provide effective reports to Governors on the school’s progress and development.

Conditions of Service

The conditions of service for this post will be in accordance with the Regulations of the Department of Education for Northern Ireland.

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.

Special Vice-Principal – Person Specification

Essential Desirable Qualifications The criteria that will be applied at shortlisting is as follows:

Applicants must at the closing date for applications:

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

Preference may be given to those applicants who in order of 1-4:

4) Have successfully completed an additional post graduate (or equivalent or higher) qualification in Education.

Experience

The criteria that will be applied at shortlisting is as follows (please note that experience must be accrued by the closing date for receipt of completed applications):

2) Have a minimum of 7 years teaching experience in a paid capacity in primary/post primary education and/or equivalent experience in an affiliated educational body, within the last 12 years.

2.1) Have a minimum of 5 years’ experience within the last 12 years, involving either teaching or management of a wide range of children and young people with special educational needs in a special school or in a mainstream school with special education provision or in support services related to special education.

3) Currently hold or have held for a minimum of 2 years AND within the last 7 years:

• A post with experience of strategic leadership or co-ordination of a whole school area at a minimum level of Subject Co-ordinator/Head of Key Stage/Head of Department/SMT/SLT to include monitoring and evaluation resulting in measurable school improvement; and/or
• A post of Principal or Vice-Principal; and/or
• A post with leadership and management experience within an affiliated body.

Promoted posts may be in an acting capacity.

4) Evidence of having successfully led and managed a key aspect of school improvement;

5) Evidence of involvement in strategic planning.

Preference may be given to those applicants who:

1) have demonstrable experience as a Designated Teacher/ Deputy Designated Teacher with whole school responsibility for Child Protection including staff training, record keeping, liaising with parents and outside agencies.

2) Can demonstrate evidence of involvement in staff development within school/s;

3) Have experience offinancial and/or budgetary management within a regulated environment.

Essential

Knowledge

The successful candidate must demonstrate extensive knowledge of:

• The Northern Ireland Curriculum in the context of a special school setting and current policies and procedures;
• Current educational developments and the ability to evaluate and respond to new educational challenges and manage change effectively;
• Effective classroom pedagogy and how to ensure high standards of teaching, learning and achievement throughout the school;
• Effective data management;
• Effective organisational management including the appropriate deployment of resources;
• Effective financial management;
• Sound financial governance.

Skills

The successful candidate must demonstrate highly developed skills in order to:

• Lead, motivate, manage, challenge and enthuse others;
• Create an ethos and articulate vision for the future of the school;
• Develop good relationships at all levels and promote a collaborative and team approach among staff, pupils, parents and governors;
• Lead strategically and develop self and others in order to achieve outcomes;
• Promote, achieve, monitor and evaluate high standards of teaching, learning and achievement throughout the school;
• Develop effective partnerships between the school and the local community;
• Communicate effectively orally and in writing;
• Organise and prioritise workload effectively;
• Deal with staffing matters in accordance with EA policies and procedures;
• Manage time effectively.

Personal Qualities

The successful candidate must demonstrate:

• Vision;
• A sound value system;
• Enthusiasm and motivation;
• Assertiveness and confidence;
• A caring child centred approach;
• Integrity;
• Advocacy and empathy;
• Discretion;
• An ability to cope under pressure;
• Tact and diplomacy;
• Decisiveness;
• Adaptability.

The Board of Governors reserves the right to enhance the essential criteria if necessary in order to facilitate a manageable shortlist.

Applicants must be registered with the General Teaching Council for Northern Ireland (GTCNI) upon taking up employment.

Please note the onus is on candidates to provide sufficient detailed information on their application forms in order to demonstrate how they meet each of the criteria. Failure to do so may result in a candidate not being shortlisted since selection panels cannot make assumptions in the absence of essential information.

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 youWILLbe 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 atNI Director theDepartment of Justice.

APPLICANT GUIDANCE NOTES

To view the applicant guidance notes, please clickhere.

To learn about the many great benefits of joining the Education Authority, clickhere

The Education Authority is an Equal Opportunities Employer