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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 1. 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:- (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 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. 2. Exercise of particular duties (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. (b) 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. 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 teachers 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 teachers 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. Number of days/Hours of work 8.1 a) 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; b) 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 1265 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; c) 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; d) Unless employed under a separate contract as a mid-day supervisor a teacher shall not be required to undertake mid-day supervision; e) 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; f) 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; g) 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. 9. Staff cover 9.1 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. 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. PERSON SPECIFICATION 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 Science as his/her main subject Shortlisting by Application Form Experience Have a minimum of 3 years Post Primary experience in teaching Science to KS3 within the last 9 years Have a minimum of 3 year Post Primary experience in teaching Science to GCSE level within the last 9 years 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 Demonstrable experience of developing positive relationships for learning with children and young people Experience of Safeguarding and Child Protection policy/practice and its implications Experience of the SEND Code of Practice and its implications 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Demonstrate 3 years experience of teaching Science at A Level Minimum of 2 years relevant experience of Leadership and Management 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 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 at______

PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 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 Shortlisting by Application Form Other Beregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post Pre-employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria 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 strategiesto 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 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 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 at______

Lead Learn & Create Your Future Remote Business Leadership Opportunity Youve spent years building a successful career — guiding teams delivering outcomes and leading with integrity. Now perhaps youre asking yourself: Whats next If youre a seasoned professional (15 years experience including leadership management or executive roles) ready to combine your business acumen with greater purpose autonomy and flexibility — this could be your next chapter. Were a global organization operating in the expanding Personal Growth and Leadership Education space — an industry empowering individuals and teams to unlock their potential through proven programs live events and digital tools. Our simple business system supports professionals to create meaningful results personally and financially. Whats On Offer • Work Anywhere Anytime: Operate independently with full flexibility over your schedule., • Meaningful Contribution: Apply your leadership experience to inspire growth and transformation., • Reward for Results: Performance-based income structure with uncapped earning potential., • Continuous Learning: Access to globally recognized personal and professional development programs., • Engage with pre-qualified leads using a guided three-step business system., • Manage digital outreach and marketing initiatives (training provided)., • Build your personal brand and grow your leadership influence., • Bring 15 years of professional experience (5 in leadership or management)., • Are self-directed and results-oriented., • Value purpose autonomy and growth alongside success., • Want to align your work with your values and lifestyle., • Independent contractor role (not employment), • 100% commission-based compensation structure, • Flexible hours — ideal for established professionals or entrepreneurs seeking new direction If youre looking for a meaningful way to leverage your leadership experience achieve greater flexibility and design a career that reflects your values — wed love to connect. Apply today and take the first step toward your next phase of growth and leadership. Key Skills Developmental Disabilities Experience,Behavior Management,Computer Skills,Conflict Management,Autism Experience,Case Management,Teaching,Curriculum Development,Child Protective Services,Experience with Children,Mentoring,Word Processing Employment Type : Full Time Experience: years Vacancy: 1 Monthly Salary Salary: 100000 - 200000

JOB DESCRIPTION JOB TITLE: Teacher - Special REPORTS TO: Principal PROFESSIONAL DUTIES OF A TEACHER TEACHERS (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 1. 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:- (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 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. 2. Exercise of particular duties (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. (b) 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. 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 teachers 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 teachers 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. Number of days/Hours of work 8.1 a) 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; b) 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 1265 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; c) 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; d) Unless employed under a separate contract as a mid-day supervisor a teacher shall not be required to undertake mid-day supervision; e) 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; f) 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; g) 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. 9. Staff cover 9.1 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. 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. PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 1 year teaching experience in a Special Educational Needs (SEN) school setting. Demonstrated experience working with both Primary-aged pupils and Pupils with learning difficulties or pupils with complex needs Proven experience in behaviour support including: Writing and implementing individualised behaviour support plans. Conducting and analysing behavioural observations to inform planning and intervention. Monitoring and reviewing pupil progress in relation to behaviour targets Shortlisting by Application Form Other Beregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post Pre-employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria 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 strategiesto effectively meet the learning needs of children and young people with Special Educational Needs with particular focus on Behaviour Management Knowledge of approaches to promoting positive behaviour for learning 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 EthosEvidence of how your experience and approach to work reflect the Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Proven knowledge and use of CPOMS programme. Ability to assist with ICT and Assistive Technologies to support pupil progress 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 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 at______

PERSON SPECIFICATION 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 obtainedat 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 Biology as his/her main subject. Shortlisting by Application Form Experience Minimum of 1 years demonstrable experience of teaching Biology to GCSE level (may include teaching practice). Minimum of 1 years demonstrable experience of teaching another science related subject to Key Stage Three (may include teaching practice). Demonstrate experience of or ability to teach Biology to GCE A Level. 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Demonstrable experience of assisting with the delivery of Sports in a school environment and/or hold a relevant qualification to assist with the delivery of Sport in a school environment Minimum of 2 years demonstrable experience of teaching Biology at GCE A level to achieve positive learning outcomes. 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 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 at______

JOB DESCRIPTION JOB TITLE: Teacher - Primary REPORTS TO: Principal PROFESSIONAL DUTIES OF A TEACHER TEACHERS (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 1. 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:- (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 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. 2. Exercise of particular duties (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. (b) 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. 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 teachers 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 teachers 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. Number of days/Hours of work 8.1 a) 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; b) 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 1265 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; c) 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; d) Unless employed under a separate contract as a mid-day supervisor a teacher shall not be required to undertake mid-day supervision; e) 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; f) 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; g) 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. 9. Staff cover 9.1 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. 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. PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 1 years paid teaching experience 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 using digital media/technology to enhance teaching and learning Shortlisting by Application Form Other Beregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post Pre-Employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Experience of teaching a composite class Experience of teaching in a P3 or P4 class (KS1) Experience of or willingness to lead an afterschools club Minimum of 1 years paid demonstrable experience of teaching at Key Stage 1 to achieve positive learning outcomes Demonstrable experience of monitoring pupil progress performance target setting and intervention Demonstrable experience of teaching pupils for whom English is not their first language 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 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 at______

PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 obtainedat 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 Shortlisting by Application Form Experience Have a minimum of one years demonstrable experience of teaching pupils ICT at Key Stage 4 as your main teaching subject in a post primary school or educational setting and 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 (Teaching practice accepted) Demonstrable experience of developing positive relationships for learning with children and young people Shortlisting by Application Form Other The successful candidate will be required: to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. Shortlisting by Application Form Other Beregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post Pre-employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria 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 particularly those with SBEW 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 reflects the ethos and values of Loughshore. 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 Have experience of teaching General Subjects including Numeracy and PSHE. Have knowledge and experience of positive behaviour management frameworks e.g. Team Teach TCI. Demonstrable experience of monitoring pupil progress performance target setting and interventions 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 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 at______

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 1. 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:- (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 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. 2. Exercise of particular duties (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. (b) 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. 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 teachers 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 teachers 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. Number of days/Hours of work 8.1 a) 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; b) 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 1265 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; c) 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; d) Unless employed under a separate contract as a mid-day supervisor a teacher shall not be required to undertake mid-day supervision; e) 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; f) 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; g) 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. 9. Staff cover 9.1 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. 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. PERSON SPECIFICATION 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 duty 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 Mathematics Shortlisting by Application Form Experience Demonstrate experience of teaching Mathematics at Key Stage 2 or 3 to achieve positive outcomes. (can include teaching practice) Demonstrate experience of leading Numeracy withdrawal and interventions. Demonstrable paid 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. Demonstrable experience of developing positive relationships for learning with children and young people. 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Demonstrate experience of teaching Mathematics to GCSE level to achieve positive outcomes (can include teaching practice) Demonstrate experience of teaching GCSE Further Mathematics and/or A Level Maths 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 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 at______

The Another Way project aims to reduce harm caused by paramilitary and organised crime groups by enabling safe and sustainable exit routes. This will be achieved through the implementation of a focussed deterrence model that will be delivered by EA Youth Service based on referrals from the PSNI. The team leader will be responsible for the provision of emotional support and reflective supervision to the team whilst also focusing on the co-ordination of the service and the stakeholder and policy development. The team leader will also engage in the delivery of the service. JOB DESCRIPTION JOB TITLE: Senior Youth Worker 3REPORTS TO: Designated Youth Officer or Senior Youth OfficerRESPONSIBLE FOR: Line management responsibility for 3 FTE or moreJOB PURPOSE: Assist the Youth Officer in promoting and supporting curriculum development in the division in line with EA policies. This will include: • Responsibility for a team of workers, • Managing a range of developmental youth work programmes across the team, • Responsibility for participative structures, • Providing training and support to youth units youth workers and volunteers, • Work directly with young people by assessing their needs and providing an agreed programme of activities designed to meet those needs in line with the Youth Service Curriculum for Northern Ireland., • Develop an Action Plan for the team project and actively contribute to the Area Plan and the overall Strategic Plan for the Youth Service., • Ensure the development of agreed participative structures for young people within the division., • In consultation with the line manager/Advisory Committee ensure that objectives are achieved through implementation monitoring and self evaluation of agreed work programmes., • Establish contact with listen to befriend advise support and act as an advocate for young people., • Encourage and participate in the residential and outdoor education elements of the programme., • Promote and develop inter-community activities., • Be responsible to the line manager for all management administration and financial matters relevant to the duties of the post., • Engage in appropriate fund raising related directly to the approved programme., • Provide support for a range of youth groups and relevant organisations within the local community in the nominated youth service divisional area., • Work with staff and volunteers to develop implement manage and evaluate programmes of activities services and facilities in line with the agreed priorities for the division., • Ensure the induction motivation development training deployment and discipline of staff and volunteers., • Be responsible for the provision of training and support to youth units youth workers and volunteers across the division and the designated team., • Carry out research relevant to the needs of young people in the designated area and assist with the identification of gaps in the current provision. 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. To view the summary of terms and conditions for this post click ___ 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 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., 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 in Section 1 below using the information provided by you on your application form., 5. 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., 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. It is important therefore that you also clearly demonstrate on your application form on how you meet any desirable criteria. FactorEssential CriteriaMethod of Assessment Qualifications/ Professional Membership Be a qualified Youth Worker in accordance with the JNC Report for Youth Workers Paragraph 5. Shortlisting by Application Form Experience Have a minimum of three years post qualifying experience managinga Youth Centre or Youth Project. Have a minimum of three years experience managing youth work staff. Demonstrable experience of managing youth work projects across a range of settings. Experience of leading practice that improves the specialism outlined in the job title. Shortlisting by Application Form KnowledgeDemonstrable working knowledge of information technology systems to include the following Microsoft Office packages: Outlook Word Excel PowerPoint. Shortlisting by Application Form Skills / Abilities Evidence of skills in designing delivering and evaluating youth work training. Proven skills in developing local assessments of need and evaluating impact. Demonstrable ability to embed a Quality Assurance process. Shortlisting by Application Form FactorEssential CriteriaMethod of Assessment Knowledge Demonstrable knowledge of the following: NI Youth Work Curriculum. Risk management processes relative to the welfare of young people. Department of Education Child Protection regulations. Interview Skills/ Abilities In line with ___ Interview Values Orientation Evidence of how your experience and approach to work reflect EAs ethos and values. You will find information about our Values___ Interview FactorDesirable CriteriaMethod of Assessment Qualifications/ Experience N/A Shortlisting by Application Form

JOB DESCRIPTIONJOB TITLE:Classroom Assistant Special Educational NeedsREPORTS TO:The Principal through the class teacherJOB PURPOSEUnder the direction of the class teacher/outreach teacher/Education Authority assist with the educational support and the care of the pupil(s) with special educational needs who is/are in the teachers care in or outside the classroom.MAIN DUTIES AND RESPONSIBILITIESThe precise duties of the post will be determined by the principal/outreach teacher/ Education Authority officer.SPECIAL CLASSROOM SUPPORT • Assist the teacher with the support and care of pupil(s) with special educational needs e.g. enable access to the curriculum attend to personal needs including dietary feeding toileting etc., • Develop an understanding of the specific needs of the pupil(s) to be supported., • Assist with authorised programmes (e.g. Education Plan Care Plan) participate in the evaluation of the support and encourage pupil(s) participation in such programmes., • Contribute to the inclusion of the pupil in mainstream schools under the directions of the class teacher., • Assist with operational difficulties and non-invasive medical/clinical difficulties pertaining to pupil(s) disabilities., • Support in implementing behavioural management programmes as directed., • Assist pupil(s) in moving around school and on and off transport.GENERAL CLASSROOM SUPPORT, • Assist pupil(s) learn as effectively as possible both in group situations and on their own by assisting with the management of the learning environment through:- clarifying and explaining instruction;- ensuring the pupils are able to use equipment and materials provided;- assisting in motivating and encouraging the pupil(s) as required;- assisting in areas requiring reinforcement or development;- promoting the independence of pupils to enhance learning;- helping pupil(s) stay on work set;- meeting physical/medical needs as required whilst encouraging independence., • Be aware of school policies procedures and of confidential issues linked to home/pupil/teacher/school work and to keep confidences appropriately., • Establish a supportive relationship with the pupils concerned., • Prepare and produce appropriate resources to support pupil(s) and take care of material for play sessions., • Supervise groups of pupils or individual pupils on specified activities including talking and listening using ICT extra curricular activities and other duties as directed by the class teacher/officer., • Under the direction of the teacher and following an appropriate risk assessment assist with off-site activities., • Provide continuity of adult care of e.g. supervising play and cloakrooms including hand washing toileting etc., • Provide supervision/support including the administration of prescribed medicines and drugs for children who are ill and deal with minor cuts and grazes., • Ensure as far as possible a safe environment for pupils., • Report to the class teacher any signs or symptoms displayed which may suggest that a pupil requires expert or immediate attention.ADMINISTRATION, • Assist with classroom administration., • Assist the class teacher and/or other professionals with the implementation of the system for recording the pupil(s) progress., • Contribute to the maintenance of pupil(s) progress records., • Provide regular feedback about the pupil(s) to the teacher/officer., • Duplicate written materials assist with production of charts and displays record radio and television programmes catalogue and process books and resources.OTHER DUTIES, • Attend relevant in-service training., • Assist work placement students with practical tasks., • 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role. FactorEssential CriteriaMethod of Assessment Qualifications and Experience Option 1: Hold a minimum of a Level 2 (or equivalent)* qualification in a relevant area from a recognised accredited awarding body. *Qualification must be at Certificate or Diploma level. Award level is not acceptable. AND Have a minimum of 6 weeks experience which has been gained either through working in a formal learning environment or through a placement completed as part of your level 2 (or equivalent) qualification. OR Option 2: Have a minimum of 12 months experience of working in an environment related to SEN. Sifting by Application Form Sifting by Application Form and verified at Interview Core Knowledge Demonstrate a working knowledge of: • Health and safety requirements, • Development needs of children and/or young people., • Effective planning and organising skills., • Ability to follow agreed systems and plans., • Ability to work as part of team, • Ability to work flexibly and creatively to help ensure a child-centred learning experience. Core Behaviours Ability to build positive and supportive relationships. Empathy Confidentiality Interview SECTION 2 - DESIRABLE CRITERIA FactorDesirable CriteriaMethod of Assessment Qualifications and Experience Qualification Have completed training relevant to the role/statement for example: • Social emotional and behavioural difficulties, • Language and communication, • ASD Hold a minimum of level 2 passes in English and/or Mathematics or higher-level qualifications Experience Have a minimum of 3 months experience of working in a SP Unit for Autism- Social Communication. • Additional working experience in a formal learning environment., • Specific experience of working with a children/ young person with special educational needs/ particular need as per statement, • Experience of working as a Classroom Assistant with pupils in a particular setting i.e. nursery/primary/post primary/ specialist provision unit attached to mainstream/ special school setting, • Ability to use digital technologies to assist in learning and the preparation of resources Sifting by Application Form

JOB DESCRIPTIONJOB TITLE: Teacher - Post-PrimaryREPORTS TO: PrincipalPROFESSIONAL DUTIES OF A TEACHERTEACHERS (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS(NORTHERN IRELAND) 1987Schedule 3Regulation 51) Exercise of general professional dutiesA 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 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.2) Exercise of particular duties(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.(b) 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.1. Planning1.1 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. General2.1 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 teachers 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/ReportingProviding 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 teachers own position.4. Staff Development/Professional Development4.1 Participating if required in any scheme of staff development and performance review;4.2a) 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 Safety5.1 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 ExaminationsParticipating 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/Administration7.1a) 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.7.2a) 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. Number of days/Hours of work8.1 a) 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;b) 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 1265 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;c) 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;d) Unless employed under a separate contract as a mid-day supervisor a teacher shall not be required to undertake mid-day supervision;e) 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;f) 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;g) 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.9. Staff cover9.1 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. KEY TASKS: A1 To teach Chemistry up to A Level standard and Junior Science up to at least Key Stage 3 using varied and innovative teaching strategies. A2 To aid the HoD in drawing up suitable teaching programmes (schemes of work) in line with the requirements of the appropriate statutory bodies. A3 To be aware of and implement as necessary developments in Chemistry and Junior Science teaching that will further pupil progress. A4 To maximise pupils involvement in the production of attractive and useful wall and other displays. A5 To implement all departmental policies. A6 As directed by the Principal to teach an additional subject which best meets the curricular needs of the School. A7 To promote that aspect of the Schools ethos relating to cross community work and furthering the Schools Equality Inclusion and Diversity programme. A8 To teach Citizenship Employability and Personal Development as requested by the Principal. A9 To undertake organisation and participation in the departments visits and educational trips. B1 To set annotate and mark appropriate homework class work tests and examinations; and to maintain a well ordered and up-to-date mark book/computer record of all work set and marks recorded. B2 To provide pupils with regular constructive feedback and positive reinforcement on all aspects of their performance. B3 To report to parents through at least two written reports annually per year group or one written report and three report cards per year group as stated by the Principal. B4 To report to parents through Parents Meetings Open Nights and Consultation Interviews. C1 To maintain an up-to-date knowledge of the courses being taught. C2 To review pedagogy regularly in order to ensure the most effective and appropriate style to improve pupil performance. C3 To ensure INSET participation is directly related to the needs of the School as assessed by the HoD and SLT. C4 To participate in all aspects of the Schools Performance Review and Staff Development Scheme (or any similar performance management scheme) as directed by the Principal. D1 To aid the HoD in requisition of materials annually. D2 To ensure that all equipment and accommodation used is kept in best condition. D3 To ensure the Health and Safety of all pupils and staff within the classroom and other work places. 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. PERSON SPECIFICATION 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 Hold a post-primary teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland by the date of taking up duty Hold an Honours Degree (2:2 or above) or equivalent of which a major/significant component is Chemistry Be qualified to teach Chemistry to A Level and Junior Science to KS 3 in a post-primary school Shortlisting by Application Form Experience 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. Demonstrable experience of developing positive relationships for learning with children and young people Demonstrable experience of promoting and developing the subject area through enrichment activities 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 areadditionalessentialcriteria which will be measured during the interview/selection stage. Factor Essential Criteria Method of Assessment Knowledge Knowledge and understanding of approaches to assessment in order to promote effective teaching and student progress Knowledge and understanding of Safeguarding and Child Protection policy/practice and its implications Knowledge of the SEND Code of Practice and its implications Demonstrable current knowledge of the subject area Demonstrable knowledge and understanding of the Northern Ireland Curriculum Demonstrable knowledge of the range of qualifications available within the subject area at post-primary level Demonstrable and current knowledge of approaches to promoting positive behaviour for learning Demonstrable and current working knowledge of subject specific teaching approaches Interview Skills / Abilities Effective communication and interpersonal skills Effective and efficient digital skills Ability to provide a supportive and challenging learning environment within and beyond the classroom Ability to use initiative solve problems and be flexible 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 Demonstrate the ability to seek and avail of opportunities to increase his/her own professional competence as a teacher Interview Values Orientation / Identification with School Ethos Evidence of how your experience and approach to work reflect the Schools Values/ethos. You will find information about our Values/ethos here 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 Hold an Honours Degree (minimum 2:1 or above) or equivalent which has a high academic content in the curricular areas most taught in Chemistry. Experience of teaching Chemistry to A-Level for a minimum of one year. Have qualifications training and/or experience to offer additional subjects which at the time of appointment best meet the curricular needs of the school. Have qualifications training and/or experience to assist with Grosvenor Grammar School extra-curricular provision. 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 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 at______

JOB DESCRIPTIONJOB TITLE: Senior Youth Worker 1 (Specialism)The Another Way project aims to reduce group-related violence in Northern Ireland through a focused deterrence strategy and community engagement approach delivered by the EA Youth Service through a referral process facilitated by the PSNI. This initiative involves a coordinated multi-agency effort to support individuals at risk of involvement in violent groups or criminal exploitation. The youth workers will offer long-term mentoring support guidance and development plans for training education and employment opportunities. The project focuses on increasing individual protective factors. By fostering trust and collaboration with mental health professionals and other services the project seeks to empower young people and reduce reoffending rates.REPORTS TO:Senior Youth Worker 2/Senior Youth Worker 3 or Designated Youth OfficerRESPONSIBLE FOR: Line management responsibility for up to 3 FTE and/or substantial support to a range of groups.JOB PURPOSE The Senior Youth Worker 1 (Specialism) will have responsibility for the management of youth work programmes across the designated area in line with Education Authority policies. This will include the development of youth work initiatives with young people and other agencies in a designated area. MAIN DUTIES AND RESPONSIBILITIES Managing & Developing a Range of Services within the Designated Area. • Work directly with young people by assessing their needs and providing an agreed programme of activities designed to meet those needs in line with the Youth Service Curriculum for Northern Ireland., • Dvelop an individual Annual Action Plan and actively contribute to the Area Plan and the overall strategic plan for the Youth Service., • Ensure the active participation of young people in the youth work programmes and in the management of the area project., • In consultation with the Advisory Committee and line manager ensure that objectives are achieved through implementation monitoring and self evaluation of agreed work programmes., • Establish contact with listen to befriend advise support and act as an advocate for young people., • Encourage and participate in the residential and outdoor education elements of the programme., • Promote and develop inter-community activities., • Be responsible to the line manager for all management administration and financial matters relevant to the Area Project., • Engage in appropriate fund raising related directly to the approved programme., • Provide substantial support to youth groups and relevant organisations within the designated area., • Work with staff and volunteers to develop implement manage and evaluate programmes of activities services and facilities in line with the agreed priorities for the designated area., • Ensure the induction motivation development training deployment and discipline of part-time/project staff and volunteers within the designated area. 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. To view the summary of terms and conditions for this post___ 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 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., 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 in Section 1 below using the information provided by you on your application form., 5. 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., 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. It is important therefore that you also clearly demonstrate on your application form on how you meet any desirable criteria. FactorEssential CriteriaMethod of Assessment Qualifications/ Professional MembershipBe a qualified Youth Worker in accordance with the JNC Report for Youth Workers Paragraph 5. Shortlisting by Application Form Experience Have a minimum of two years post qualifying experience managing a Youth Centre or Youth Project. Have a minimum of two years experience managing youth work staff. Demonstrable experience of managing youth work projects across a range of settings. Experience of leading practice that improves the specialism outlined in the job title. Shortlisting by Application Form KnowledgeDemonstrable working knowledge of information technology systems to include the following Microsoft Office packages: Outlook Word Excel PowerPoint. Shortlisting by Application Form Skills / AbilitiesEvidence of skills in designing delivering and evaluating youth work training. Shortlisting by Application Form Other The successful candidate will be required: to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. Shortlisting by Application Form FactorEssential CriteriaMethod of Assessment Knowledge Demonstrable knowledge of the following: NI Youth Work Curriculum Risk management processes relative to the welfare of young people Department of Education Child Protection regulations Interview Skills/ Abilities In line with ___ Interview Values Orientation Evidence of how your experience and approach to work reflect EAs ethos and values. You will find information about our Values___ Interview

The Company • Mistev EHC is a company managed by veterinarians with vast experience in the industry as regulators and in certification., • Due to imminent opportunities that may come our way Mistev EHC is looking for prospective candidates to work as Portal Official Veterinarians in SPS facilities in England Scotland Wales and Northern Ireland.. Inspection of vessel manifest and related documentation including the signature of the CHED-Ps. * Carry out Import Controls on products to be imported as required (documentary identification and physical checks). * Identification and report of potential health risks on the imported goods. This includes diseases parasites and other issues that could potentially risk public health. * Ensure compliance with import/export regulations. This includes verifying documentation health certificates and other requirements. * Implement biosecurity measures to prevent the spread of disease. This includes disinfection protocols and quarantine procedures. * Collaborate with other officials (customs agents border control agents) to ensure proper inspection of goods arriving at the SPS inspection facilities. * Supervision of and liaison with the Portal Health Team. Skills/Qualifications Required and Requisites • Veterinary medicine degree., • As the requests require a fast mobilisation the candidates will need to hold the following qualifications per role (of those listed above):, • Full membership of The Royal College of Veterinary Surgeons;, • DAERA Position: Ideally Portal OV designation or at least Export Health Certification qualifications and experience on the certification of Products of Animal Origin to EU and/or non-EU countries., • UK or EEA citizens with right to work in the UK. Terms and Conditions offered for successful candidates: -Type contract Type: A full-time contract for an indefinite duration accompanied by a probationary period of three months. -Salary: Starting at 50000 - 55.000 per year (already includes a 9.52% shift disturbance allowance); • Holidays: 22 standard days plus 8 public holiday days pro rata upon entry. Paid holiday entitlement increases incrementally to 25 days after 3 years., • Overtime: 27.00 an hour;, • Normal working days: Monday to Sunday in shifts according to the rota. Working days per week: An average of 3.5 working days (alternating between 3 and 4 days each week);, • Hours of work: Contract for 40 hours each week. Regular hours at SPS facilities: 37 hours per week on a 4-week average; Standard hours per day: 12 hours per shift (10.5 chargeable hours each day);, • Working pattern: The Larne and Belfast ports operate 24 hours a day 7 days a week. The POV shifts at the time of typing these conditions are 07:00-19:00 (day shift) and 19:00-07:00 (night shift)., • Mileage allowance (claims should follow HMRC rules applicable only when working at a site other than your base location AND travelling a greater distance): 45p per mile for mileage exceeding this limit., • Fully paid training is provided before and during deployment., • Salary reviews are conducted annually on the anniversary of your employment with Mistev EHC primarily based on performance. They start with a 1% increase and are capped at a 3% increase along with rewards for outstanding performance. -Membership of the Royal College of Veterinary Surgeons (MRCVS) and Improve Internationals OV Conference. Mistev EHC also provides further training for employees. Relocation package would be considered. Mandatory requirements for the candidate: 1. Membership in the Royal College of Veterinary Surgeons (MRCVS);, 2. Valid driving licence;, 3. Right to work in the United Kingdom OR transferable visa or eligibility to work under a visa;, 4. Can confirm there are no convictions and the individual can pass security checks and obtain clearance. If you would like to apply for this role please register your details and upload your Curriculum Vitae. Key Skills Veterinary Experience,Animal Care,Microsoft Access,Customer Service,Communication skills,TFS,Sage,Sonography,Conflict Management,Animal Handling,Pharmacy Residency,Critical Care Experience Employment Type : Full-Time Experience: years Vacancy: 1

As a Placement Software Engineer within Visa you will be joining a highly collaborative forward-thinking team of technologists who are building solutions to be used by millions of people across the globe. Our knowledgeable team are committed to leveraging your talent and ambition to ensure you realize your maximum potential. We dont expect you to know everything; we favour attitude and ability over experience. You will be involved in stimulating work every day challenging your technical abilities and gaining an appreciation of the whole product development life cycle. We are offering a placement year position for a Software Engineer running from summer 2026 to summer 2027. To be eligible candidates must be in their penultimate year of university with a graduation date of summer 2028. As a Placement Software Engineer in Visa you will: • Help develop the next generation of Visa enterprise class solutions for our global client base., • Gain first hand exposure to the multiple facets of the software development lifecycle., • Have the opportunity to work across different product lanes gaining an insight and appreciation into software engineering practices technologies and product complexities. Have access to a range of GEN AI tooling that will enable you to be bolder faster and smarter., • Work within an Agile environment who embraces Test Driven development Continuous Integration and Development, • Grow your knowledge and understanding of software engineering through Visas progressive technical community. Qualifications : Our ideal candidate will bring: • A strong academic record having achieved or expect to receive a 2:1 or above in Computer Science/Software Engineering or related field graduating no earlier than 2028., • Strong coding ability within Object oriented languages such as Java C# or C, • An undeniable passion for the software engineering discipline; examples of work you have completed outside of the core curriculum is a plus., • A strong desire to understand and leverage new tools and technologies and evolve their learning of the discipline., • Analytical abilities including the ability to translate and communicate technical requirements., • Strong communication skills and welcomes the opportunity to collaborate in a tight knit agile team-oriented group., • Demonstrated software engineering experience from previous internship work experience coding competitions or publications is a plus. Additional Information : All your information will be kept confidential according to EEO guidelines. Remote Work : No Employment Type : Intern Key Skills Environmental Safety,Fire Safety,Benefits & Compensation,Inspection,Ims Experience: years Vacancy: 1

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 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., 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 in Section 1 below using the information provided by you on your application form., 5. 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., 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. It is important therefore that you also clearly demonstrate on your application form on 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 whichmay 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. FactorEssential CriteriaMethod of Assessment Qualifications EA Youth Service Youth Support Worker qualification; OR OCN level 3 Introduction to Youth Work and Programme Development (or equivalent or higher). Shortlisting by Application Form ExperienceA minimum of six months experience working as an Assistant Youth Support Worker (or equivalent or higher) in a youth work setting. Shortlisting by Application Form Skills / AbilitiesDemonstrable working knowledge of information technology systems including Microsoft packages Word and Outlook. Shortlisting by Application Form OtherWillingness to undertake job related training as and when required. Shortlisting by Application Form Section 2 - Essential Criteria The following are additional essential criteria which will be measured during the interview/selection stage in line with ___ FactorEssential CriteriaMethod of Assessment Knowledge Demonstrable knowledge of the following: • NI Youth Work Curriculum., • Risk management processes relative to the welfare of young people, • Department of Education Child Protection regulations. Interview Skills/ Abilities In line with ___ Interview Values Orientation Evidence of how your experience and approach to work reflect EAs ethos and values. You will find information about our Values___ Interview FactorDesirable CriteriaMethod of Assessment Qualifications/ Experience N/A Shortlisting by Application Form

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 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., 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 in Section 1 below using the information provided by you on your application form., 5. 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., 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. It is important therefore that you also clearly demonstrate on your application form on 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 whichmay 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. FactorEssential CriteriaMethod of Assessment Qualifications/ Professional MembershipBe a qualified Youth Worker in accordance with the JNC Report for Youth Workers Paragraph 5. Shortlisting by Application Form ExperienceHave a minimum of one years experience as a Youth Worker. Shortlisting by Application Form KnowledgeDemonstrable working knowledge of information technology systems including Microsoft packages Word and Outlook. Shortlisting by Application Form Other The successful candidate will be required: to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. Shortlisting by Application Form Section 2 - Essential Criteria The following are additional essential criteria which will be measured during the interview/selection stage in line with ___ FactorEssential CriteriaMethod of Assessment Knowledge Demonstrable knowledge of the following: NI Youth Work Curriculum. Risk management processes relative to the welfare of young people. Department of Education Child Protection regulations. Interview Skills/ Abilities In line with ___ Interview Values Orientation Evidence of how your experience and approach to work reflect EAs ethos and values. You will find information about our Values___ Interview

As a Placement Software Engineer within Visa you will be joining a highly collaborative forward-thinking team of technologists who are building solutions to be used by millions of people across the globe. Our knowledgeable team are committed to leveraging your talent and ambition to ensure you realize your maximum potential. We dont expect you to know everything; we favour attitude and ability over experience. You will be involved in stimulating work every day challenging your technical abilities and gaining an appreciation of the whole product development life cycle. We are offering a placement year position for a Software Engineer running from summer 2026 to summer 2027. To be eligible candidates must be in their penultimate year of university with a graduation date of summer 2028. As a Placement Software Engineer in Visa you will: • Help develop the next generation of Visa enterprise class solutions for our global client base., • Gain first hand exposure to the multiple facets of the software development lifecycle., • Have the opportunity to work across different product lanes gaining an insight and appreciation into software engineering practices technologies and product complexities. Have access to a range of GEN AI tooling that will enable you to be bolder faster and smarter., • Work within an Agile environment who embraces Test Driven development Continuous Integration and Development, • Grow your knowledge and understanding of software engineering through Visas progressive technical community. Qualifications : Our ideal candidate will bring: • A strong academic record having achieved or expect to receive a 2:1 or above in Computer Science/Software Engineering or related field graduating no earlier than 2028., • Strong coding ability within Object oriented languages such as Java C# or C, • An undeniable passion for the software engineering discipline; examples of work you have completed outside of the core curriculum is a plus., • A strong desire to understand and leverage new tools and technologies and evolve their learning of the discipline., • Analytical abilities including the ability to translate and communicate technical requirements., • Strong communication skills and welcomes the opportunity to collaborate in a tight knit agile team-oriented group., • Demonstrated software engineering experience from previous internship work experience coding competitions or publications is a plus. Additional Information : All your information will be kept confidential according to EEO guidelines. Remote Work : No Employment Type : Intern Key Skills Campaigns,Abinitio,AutoCAD 3D,Hardware & Networking,Customer Support,Arabic Experience: years Vacancy: 1

The Company • Mistev EHC is a company managed by veterinarians with extensive experience in the industry including as regulators and in certification., • Due to business growth the company is seeking prospective candidates to work as Meat Hygiene Inspectors in various locations throughout Northern Ireland., • The main purpose of this job is to work in a slaughterhouse or meat processing plant to ensure that all meat is being produced safely and in accordance with relevant laws., • The Meat Hygiene Inspector carries out the Post-Mortem Inspection on carcases and offal of animals that have been signed off as fit for slaughter., • Inspection of the hygiene procedures in slaughterhouses cutting plants factories and cold stores., • Checks on animal welfare conditions., • Post-mortem Inspection on carcases and offal., • Checks on meat transportation conditions, • Verification of the disposal of unfit meat., • Collection of data and report completion., • Member of the Royal College of Veterinary Surgeons OR Level 2 Certificate for Proficiency in Poultry Meat Inspection OR Level 4 Diploma for Proficiency in Meat Inspection OR, • Other qualifications recognised by the Food Standards Agency (FSA): Membership of the Royal College of Veterinary Surgeons and competent delivery of Meat Inspection skills; OR an equivalent Veterinary Degree from an EU or Third Country which under independent verification and assurance approved by the FSA fulfils the OA training requirements; OR an equivalent qualification from a recognised (and approved by the FSA) non-EU or UK awarding body in Meat Inspection skills., • Previous experience in the delivery of Official Controls as a Meat Hygiene Inspector., • UK or EEA citizen or Third-Country national with the right to work in the UK., • Starting salary: between (depending on experience)., • Bonuses and annual salary reviews on performance., • Bank holidays allowance: 10 days., • Holiday entitlement: 20 days on commencement of the contract. This increase occurs annually on the anniversary of the contract start date up to a maximum of 25 days., • Car allowance., • Mileage claim allowance: 0.45p/business mile., • Life insurance., • Base plant allowance., • Paid training., • Pension. Key Skills Edp,Desktop Support,CAD,E Learning,Cardiac Anesthesia Employment Type : Full-Time Experience: years Vacancy: 1

JOB DESCRIPTIONJOB TITLE: Centre Based Youth Worker 2REPORTS TO: Senior Youth Worker or Designated Youth WorkerRESPONSIBLE FOR: Up to 3 FTEJOB PURPOSEThe Centre Based Youth Worker 2 will be responsible for the management of the Youth Centre and for maximising the use of the Centre by young people for agreed purposes in line with EA policies. This will include the development of youth work initiatives with young people and other agencies in a designated area.MAIN DUTIES AND RESPONSIBILITIES Managing & Developing a Range of Services at Unit Level and within the Designated Area • Work directly with young people by assessing their needs and providing an agreed programme of activities designed to meet those needs in line with the Youth Service Curriculum for Northern Ireland., • Develop an individual Annual Action Plan and actively contribute to the Area Plan and the overall strategic plan for the Youth Service., • Ensure the active participation of young people in the youth work programmes within the designated area and in the management of the centre., • In consultation with the Youth Centre Management Committee/Advisory Committee and line manager ensure that objectives are achieved through implementation monitoring and self evaluation of agreed work programmes., • Establish contact with listen to befriend advise support and act as an advocate for young people., • Encourage and participate in the residential and outdoor education elements of the programme., • Promote and develop inter-community activities., • Be responsible to the line manager for all management administration and financial matters relevant to the Youth Centre and area project., • Engage in appropriate fund raising related directly to the approved programme., • Provide support to youth groups and relevant organisations within the designated area., • Work with staff and volunteers to develop implement manage and evaluate programmes of activities services and facilities in line with the agreed priorities for the centre and as required within the designated area. 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. To view the summary of terms and conditions for this post click ___ 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 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., 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 in Section 1 below using the information provided by you on your application form., 5. 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., 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. It is important therefore that you also clearly demonstrate on your application form on how you meet any desirable criteria. FactorEssential CriteriaMethod of Assessment Qualifications/ Professional MembershipBe a qualified Youth Worker in accordance with the JNC Report for Youth Workers Paragraph 5. Shortlisting by Application Form Experience Have a minimum of one years post qualifying experience managinga Youth Centre or Youth Project. Have a minimum of one years experience managing youth work staff. Shortlisting by Application Form KnowledgeDemonstrable working knowledge of information technology systems to include the following Microsoft Office packages: Outlook Word Excel PowerPoint. Shortlisting by Application Form Skills/AbilitiesEvidence of skills in designing delivering and evaluating youth work training. Shortlisting by Application Form Other The successful candidate will be required: to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. Shortlisting by Application Form FactorEssential CriteriaMethod of Assessment Knowledge Demonstrable knowledge of the following: NI Youth Work Curriculum. Risk management processes relative to the welfare of young people. Department of Education Child Protection regulations. Interview Skills/ Abilities In line with ___ Interview Values Orientation Evidence of how your experience and approach to work reflect EAs ethos and values. You will find information about our Values___ Interview

Graduate Civil Engineer Renewable Energy Our Renewable Energy Civil team are seeking graduates within their Irish office to join from August 26 onwards. About our Team At AECOM we are at the forefront of the energy sectors transformation driving the shift toward a more sustainable and inclusive future. As the world accelerates efforts to reduce carbon emissions and transition to clean energy were playing a pivotal role in delivering innovative low-carbon energy solutions that meet the growing demands of the industry our communities and the planet. As a global leader in advisory engineering environmental programme delivery and construction services were committed to delivering resilient sustainable legacies. From wind and solar to hydropower energy storage hydrogen and nuclear our projects span the entire energy ecosystem enabling the UKs transition to a greener future. Were proud to be working on some of the most iconic energy projects ensuring a balanced reliable and sustainable energy mix for future generations. Successful candidates will be deployed to work on different projects providing civil support for the following types of technologies. • On and offshore wind, • Solar PV, • Hydroelectric run of river and pumped storage., • Grid connection works cable route and substation civil, • Hydrogen production and storage A typical project example: Lancaster University Solar Farm AECOM was awarded the contract following the Clients successful planning application for a private wire ground mount solar farm PV development. AECOM completed a reference design and prepared a full pack for tendering; this included the preparation of technical specifications and clients requirements. AECOM are currently acting as the NEC Project Manager and Owners Engineer during the build and commissioning of the site. Red John Pumped Storage Hydro AECOM successfully supported the ILI Group to gain planning permission for the 450MW pumped storage hydro project. AECOM provided EIA consenting environmental surveys and engineering support from the early stages of feasibility through to a positive decision by the Scottish Minister. Heres what youll do: • Supporting the delivery of consultancy services on renewable energy engineering projects., • Providing input into feasibility level studies for renewable energy projects in conjunction with the wider AECOM teams., • Preparation of technical reports., • Preparation of detailed design information At AECOM youll enjoy a range of core and personalised benefits designed to support your future and well-being customised to fit your lifestyle. Take advantage of career development opportunities our flexible hybrid working model to ensure a work-life balance that suits your lifestyle technical practice networks AECOM University and volunteering days. Here is what you will get from us! On the job support and learning When a graduate starts at AECOM we pair them with a senior member of the team who will guide and mentor them through their initial period working on live projects and business development tasks to support with any technical queries. Graduate Development Programme Our 2-year graduate ADVANCE programme is designed to help you build your career in AECOM. You will attend several instructor-led training sessions where you will meet and hear from people across the business and take part in a series of interactive activities to equip you with the knowledge and skills you need to succeed in your role. Alongside the instructor-led elements of the ADVANCE programme you will also engage with an online curriculum via AECOM University and can join the ADVANCE webinar series. We will provide you with all the support and tools you need to achieve your professional development ambitions which may include Chartership with the relevant international professional institution. We have more than 750 graduates on our programmes across the UK and Ireland from more than 40 different disciplines each making a tangible difference to the environment in which we live and work. See our digital early careers e-brochure ___

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 1. 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:- (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 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. 2. Exercise of particular duties (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. (b) 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. 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 teachers 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 teachers 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. Number of days/Hours of work 8.1 a) 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; b) 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 1265 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; c) 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; d) Unless employed under a separate contract as a mid-day supervisor a teacher shall not be required to undertake mid-day supervision; e) 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; f) 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; g) 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. 9. Staff cover 9.1 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. 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. PERSON SPECIFICATION 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 Shortlisting by Application Form Experience Minimum of 3 months demonstrable experience of teaching to achieve positive learning outcomes. 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Minimum of 6 months demonstrable experience of teaching to achieve positive learning outcomes. Minimum of 12 months demonstrable experience of teaching to achieve positive learning outcomes. 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 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 at______

PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 1 years demonstrable experience (post qualification) of teachingpupilsat Foundation and or KS1 to achieve positive learning outcomes 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 evidence of continued professional activities/workshops completed within special education Shortlisting by Application Form OtherBeregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up postPre-Employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Minimum of 2 years demonstrable experience (post qualification) of teachingpupilsat Foundation and or KS1 to achieve positive learning outcomes Have demonstrable experience of teaching in a specialist provision Have lead Annual Review meetings with a range of stakeholders (post qualification) Have completed training in Makaton 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 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 at______

PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 1 years demonstrable paid experience of teachingP6 or P7at Key Stage 2 to achieve positive learning outcomes 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 using digital media/technology to enhance teaching and learning Demonstrable experience of monitoring pupil progress performance target setting and intervention Shortlisting by Application Form OtherBeregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up postPre-Employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Demonstrable experience of assisting with the delivery of Music in a school environment Hold a relevant qualification to assist with the delivery of Music in a school environment Minimum of 2 years demonstrable experience of teaching P6 or P7 at Key Stage 2 to achieve positive learning outcomes 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 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 at______

JOB DESCRIPTION JOB TITLE: Teacher - Primary REPORTS TO: Principal PROFESSIONAL DUTIES OF A TEACHER TEACHERS (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 1. 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:- (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 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. 2. Exercise of particular duties (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. (b) 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. (c)Contribute to the running of the school as a member of the senior management team with particular responsibility for Key Stage 2. (d)Coordinator of Literacy (e)Assist with whole-school development 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 teachers 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 teachers 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. Number of days/Hours of work 8.1 a) 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; b) 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 1265 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; c) 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; d) Unless employed under a separate contract as a mid-day supervisor a teacher shall not be required to undertake mid-day supervision; e) 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; f) 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; g) 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. 9. Staff cover 9.1 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. 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. PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Irelandby the closing date for completed applications Shortlisting by Application Form Experience Demonstrable experience of teachingKey Stage 1 and/or Key Stage 2to achieve positive learning outcomes Demonstrate experience of teaching in a primary school for two years in a paid position Demonstrate experience of leading a core curriculum area within a school (such as Literacy UICT Numeracy) Shortlisting by Application Form Knowledge Demonstrable knowledge of Northern IrelandCurriculum Demonstrable working knowledge of Pastoral Care including Promoting Positive Behaviour and/or Nurturing School approaches Demonstrable experience of teaching children who have Special Educational Needs Demonstrable working knowledge of Digital classroom tools/media and use of tablets/mobile technologies to enhance teaching and learning Shortlisting by Application Form Other Beregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post Pre-employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria which will be measured during the interview/selection stage. Factor Essential Criteria Method of Assessment Knowledge Knowledge of current assessment methods to inform teaching Knowledge and understanding of Safeguarding and Child Protection policy/practice 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 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 Schools values and approaches. You will find information about our school on___ 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 Demonstrable experience of monitoring pupil progress performance target setting and intervention Demonstrable experience of teaching using phonic-based approaches Have taken part in leading school initiatives in Literacy to achieve positive learning outcomes Demonstrable experience of using social media to promote communication with the local community 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 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 at______

JOB DESCRIPTION Service Area: Education Directorate School Development Service RESPONSIBLE TO: Head of School Improvement Locality South-west or Locality East. * Post-primary and Special Schools RESPONSIBLE FOR: The Locality School Improvement officer will be responsible for leading the provision of high-quality strategic support and challenge to schools across the locality working as part of the locality school improvement team in order to improve the quality of educational provision and outcomes for children and young people. It will also include supporting the Education Authoritys implementation of the TransformED programme and other DE and EA priorities. Job Purpose The School Development Service (SDS) provides high quality strategic support and challenge to school principals Boards of Governors and school staff in order to ensure that standards are raised and education outcomes for children and young people are improved. The SDS seeks to develop a network of self-evaluating sustainable high performing schools with effective leadership and teaching in which pupils are empowered and enabled to achieve their full potential. All schools will be monitored supported and challenged through the work of School Improvement Locality Teams. Schools will be monitored identified and prioritised for support and challenge. School Improvement officers draw on a range of intervention strategies involving direct support and challenge as well as the brokering commissioning and facilitation of support services from schools and other providers. The SDS nurtures existing networks of schools and practitioners and will support the development of new ones in order to facilitate school to school support at local level. All School Improvement Professionals work closely with other officers across the Education Directorate and other Directorates to ensure that school improvement is integral to other regional services and contributes to improved outcomes for all children and young people. School Improvement Responsibilities The School Improvement Professional Locality Officer has the following responsibilities: * Provide challenge and support to schools in raising standards and enabling the EA to meet Department of Education priorities. * Act as a School Improvement Professional for schools within the identified locality ensuring the provision of 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 locality and / or phase team. * Undertake analysis of school performance and management data and contribute to development of school profiles and SDS information systems. * Contribute to the process for the identification of schools where there is potential or actual cause for concern. * Undertake the role of School Improvement officer for identified priority schools. * Support and develop existing and new clusters and networks of schools and practitioners within the locality to develop collaborative working which will contribute to school improvement. * Identify and disseminate effective practice and facilitate access to networks and examples of effective practice. * Monitor and evaluate how effectively schools are working towards DE priorities. * Support the identification of under-achieving groups of pupils by monitoring the quality of education to ensure that all pupils have an equal opportunity to learn and achieve. * Represent the EA at Boards of Governors meetings as required. * Undertake the role of Assessor within the appointment scheme for Controlled Schools as required. * Attend meetings relating to the inspection process in schools within the locality. * Lead and contribute to project teams and working groups established to support EA & DE priorities as required. * Maintain personal knowledge of the curriculum of teacher professional learning and of strategies for monitoring evaluation and the development of high-quality educational provision. * Contribute to responses to Assembly Questions FOI requests correspondence and complaints in relation to schools within the locality. * Contribute to the preparation of EA Board and Committee papers as required. * Undertake such training as may be required for his/her own personal and professional development. Other duties and responsibilities applicable to the role of School Improvement Professional * 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 schools performance; including examination data and inspection and/or review evidence. * Support schools to self-evaluate the quality of leadership including governance; learning and teaching; and pastoral provision. * Support schools to challenge underperformance and assist with improvement. * Have an up-to-date knowledge of relevant educational legislation and guidance and keep abreast of developments in educational research and effective practice. * Lead and advise on governance roles responsibilities and relationships including school performance and financial accountability. * Promote good corporate governance behaviour and adherence to the Nolan Principles of conduct. This job description is intended to provide a broad outline of the responsibilities and is not intended to be exhaustive. Other reasonable duties may be assigned by the Head of Service in consultation with the post-holder. In accordance with Section 75 of the Northern Ireland Act (1998) the School Improvement Professional 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 ___ 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 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., 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 in Section 1 below using the information provided by you on your application form., 5. 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., 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. It is important therefore that you also clearly demonstrate on your application form on how you meet any desirable criteria. FactorEssential CriteriaMethod of Assessment Qualifications/ Experience Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland. Shortlisting by Application Form Experience Have a minimum of two years demonstrable experience of leading and contributing to at least three of the following areas within the post-primary/special schools sector:* a. School Improvement; b. Teacher Professional Learning; c. Development and facilitation of school and teacher networks; d. The identification and dissemination of effective practice; e. Collaboration and/or consultation with a range of stakeholders. *Applicants should clearly demonstrate that they have two years experience in each of the three (or more) individual areas selected from the list above rather than combining several areas within a response. AND Have demonstrable experience of making a strategic contribution to measurable improvements in school performance. AND Have demonstrable experience of successfully leading teams or working groups to achieve targets or objectives. Shortlisting by Application Form Other The successful candidate will be required: to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. Shortlisting by Application Form FactorEssential CriteriaMethod of Assessment Knowledge Demonstrable knowledge of: * Current and anticipated challenges facing the wider education sector in Northern Ireland. * Education Authoritys strategic priorities and corporate objectives. * Statutory responsibilities policies and procedures relevant to the work of the Education Directorate. * he scope of the Education Directorates responsibilities and the structures and processes through which its services are delivered. * The reach of EA services and the relevant stakeholder groups. * The Northern Ireland Curriculum. Interview Skills/ Abilities In line with ___ Interview Values Orientation Evidence of how your experience and approach to work reflect EAs ethos and values. You will find information about our Values___ Interview FactorDesirable CriteriaMethod of Assessment QualificationsEvidence of successful completion of an award-bearing or accredited continuing professional development programme. Shortlisting by Application Form

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 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., 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 in Section 1 below using the information provided by you on your application form., 5. 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., 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. It is important therefore that you also clearly demonstrate on your application form on 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 whichmay 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. FactorEssential CriteriaMethod of Assessment Qualifications EA Youth Service Youth Support Worker qualification; OR OCN level 3 Introduction to Youth Work and Programme Development (or equivalent or higher). Shortlisting by Application Form ExperienceA minimum of six months experience working as an Assistant Youth Support Worker (or equivalent or higher) in a youth work setting. Shortlisting by Application Form Skills / AbilitiesDemonstrable working knowledge of information technology systems including Microsoft packages Word and Outlook. Shortlisting by Application Form OtherWillingness to undertake job related training as and when required. Shortlisting by Application Form Section 2 - Essential Criteria The following are additional essential criteria which will be measured during the interview/selection stage in line with ___ FactorEssential CriteriaMethod of Assessment Knowledge Demonstrable knowledge of the following: • NI Youth Work Curriculum., • Risk management processes relative to the welfare of young people, • Department of Education Child Protection regulations. Interview Skills/ Abilities In line with ___ Interview Values Orientation Evidence of how your experience and approach to work reflect EAs ethos and values. You will find information about our Values___ Interview FactorDesirable CriteriaMethod of Assessment Qualifications/ Experience N/A Shortlisting by Application Form

JOB DESCRIPTION JOB TITLE: Teacher - Primary REPORTS TO: Principal PROFESSIONAL DUTIES OF A TEACHER TEACHERS (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 1. 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:- (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 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. 2. Exercise of particular duties (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. (b) 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. 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 teachers 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 teachers 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. Number of days/Hours of work 8.1 a) 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; b) 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 1265 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; c) 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; d) Unless employed under a separate contract as a mid-day supervisor a teacher shall not be required to undertake mid-day supervision; e) 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; f) 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; g) 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. 9. Staff cover 9.1 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. 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. PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 Have taught P3 or P4 for at least 6 weeks (teaching practice acceptable) Have Level 1 Forest schools qualification 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 using digital media/technology to enhance teaching and learning Shortlisting by Application Form OtherBeregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up postPre-Employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Demonstrate a willingness to take Extra Curricular Activities Demonstrate experience and understanding of metacognition and a metacognitive approach to teaching & learning * Have a degree in Early Childhood studies 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 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 at______

PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 5 years demonstrable paid experience of teaching in a Post Primary setting Minimum of 1 years paid experience of Teaching pupils with SEN 1 years paid experience of co-ordinating a whole school area to include monitoring and evaluation resulting in measurable improvement. Shortlisting by Application Form Other Beregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post Pre-employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria 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 strategiesto 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 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 EthosEvidence of how your experience and approach to work reflect the Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Knowledge and experience of Careers Education and relevant transition pathways for pupils with SEN Demonstrable experience in coordinating qualification pathways Evidence of additional leadership development / qualifications 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 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 at______

PERSON SPECIFICATION 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 Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland at the date of taking up appointment Hold a degree (minimum 2.2 or above) Shortlisting by Application Form Experience Demonstrable experience of teaching students in primary and/or post primary settings 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 Demonstrable current knowledge of Northern Ireland Curriculum for Key Stage 2 and 3 Demonstrable and current working knowledge of the subject specific teaching approaches in an all ability setting Knowledge and understanding of approaches to assessment in order to promote effective teaching and student progress Demonstrable and current knowledge of approaches to promoting positive behaviour for learning in an all ability setting E.g. Restorative Practice Demonstrable knowledge of the range of qualifications available within the subject area at post-primary level Knowledge and understanding of Safeguarding and Child Protection policy/practice and its implications Knowledge of the SEND Code of Practice Knowledge of AEN Provision Knowledge of a range of teaching strategies to suit different learning styles Interview Skills / Abilities Effective communication and interpersonal skills Ability to provide a supportive and challenging learning environment within and beyond the classroom Ability to use initiative solve problems and be flexible 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 Demonstrate the ability to seek and avail of opportunities to increase his/her own professional competence as a teacher Interview Values Orientation / Identification with School Ethos Evidence of how your experience and approach to work reflect the Schools Values/ethos. You will find information about our Values/ethos on the schools website 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 Demonstrable experience of teaching students within a supportive and inclusive nurture setting (smaller class student group) 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 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 at______

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 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., 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 in Section 1 below using the information provided by you on your application form., 5. 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., 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. It is important therefore that you also clearly demonstrate on your application form on 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 whichmay 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. FactorEssential CriteriaMethod of Assessment Qualifications/ Experience Option 1: Hold a minimum of a Level 2 (or equivalent) qualification* in a relevant area obtained through a recognised accredited awarding body. *Qualification must be at Certificate or Diploma level. Award level is not acceptable. AND Have a minimum of 6 weeks experience which has been gained either through working in a formal learning environment or through a placement completed as part of your level 2 (or equivalent) qualification. OR Option 2: Have a minimum of 12 months experience of working in a formal learning environment. Sifting by Application Form Sifting by Application Form and verified at Interview Knowledge Demonstrate a working knowledge of: Health and safety requirements. Development needs of children and/or young people. Child protection and safeguarding . Interview/Assessment Skills Evidence of the following skills to support child-centred learning and assist with the management of the learning environment: Effective planning and organising skills. Ability to follow agreed systems and plans. Ability to work as part of team. Ability to work flexibly and creatively to help ensure a child-centred learning experience. In addition to the above to be appointed to an ASEN Classroom Assistant post you must be able to demonstrate evidence of at least one or more of the following sets of skills obtained in a learning/caring environment with children/young people: • Undertaking more comprehensive or invasive medical/clinical procedures., • Assisting pupils with specialist communication needs or sensory difficulties to access the curriculum., • Working with pupils with challenging behaviour., • Working knowledge of specific areas of SEN* and implications for learning. *Areas of SEN could include: oCommunication and interaction. oCognition and learning. oSocial mental and emotional health. oSensory and/or physical. • Working knowledge of effective strategies to support the learning of pupils with SEN/particular needs. Interview/Assessment Behaviours • Effective and positive communication skills., • Ability to build positive and supportive relationships., • Empathy., • Confidentiality.Interview Section 2 - 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. FactorDesirable CriteriaMethod of Assessment Qualifications and Experience Qualifications * Have successfully completed additional training/qualification e.g. Braille Makaton First Aid speech and language support Team Teach training. * Hold a Level 3 (or equivalent level) qualification in a relevant area from a recognised accredited awarding body. * Hold a minimum of level passes in English and/or Mathematics or higher-level qualifications. Experience * Experience of working as a Classroom Assistant with pupils in a particular setting i.e. specialist provision unit attached to mainstream/ special school setting. Further SEN Skills Other additional skill requirements: * Ability to use assistive technology. * Ability to proactively support pupils with specific needs. * Ability to use digital technologies to assist in learning and the preparation of resources. Sifting by Application Form Our Values Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery. These reflect our aim which is to meet the needs of all our children and young people equally removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential. 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 at______

Primary Vice-Principal Person Specification EssentialDesirable QualificationsThe criteria that will be applied at shortlisting is as follows: Applicants must at the closing date for applications: ExperienceThe 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 post qualification teaching experience in primary education and/or equivalent experience in an affiliated educational body working in an area that relates to the primary sector within the last 12 years; 3. Currently hold or have held for a minimum of 5 years AND within the last 10 years: • A post with experience of strategic leadership or co-ordination of a whole school area at a minimum level of Subject Co-ordinatorto 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. The above promoted posts may be in an acting capacity. 4. Evidence of how your leadership has led to school improvement; • The Northern Ireland Primary Curriculum 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;, • 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;, • 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; 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 at______

PERSON SPECIFICATION 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 Religious Education as his/her main subject Shortlisting by Application Form Experience Minimum of one years demonstrable experience of teachingReligious Educationat Key Stage 3 and 4 to achieve positive learning outcomes. 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Minimum of one years demonstrable experience of teaching GCSE Religious Education to achieve positive learning outcomes. Minimum of one years demonstrable experience of teaching OCNni Religious Education to achieve positive learning outcomes. Demonstrable experience of assisting with and/or co-ordinating Scripture Union extra curricular programme. 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 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 at______

JOB DESCRIPTION JOB TITLE: Teacher - Primary REPORTS TO: Principal PROFESSIONAL DUTIES OF A TEACHER TEACHERS (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 1. 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:- (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 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. 2. Exercise of particular duties (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. (b) 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. 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 teachers 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 teachers 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. Number of days/Hours of work 8.1 a) 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; b) 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 1265 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; c) 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; d) Unless employed under a separate contract as a mid-day supervisor a teacher shall not be required to undertake mid-day supervision; e) 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; f) 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; g) 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. 9. Staff cover 9.1 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. 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. PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 by the date of taking up post 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 3 years demonstrable experience of teachingin a primary school to achieve positive learning outcomes Demonstrable experience of leading/being actively involved with the Annual Review Process Demonstrable experience of writing and evaluating Individual Education Plans/Personal Learning Plans Demonstrable experience of teaching and planning for needs of learners with wide-ranging needs Demonstrable experience of working with external agencies and providers to cater for the needs of all learners Shortlisting by Application Form Other Beregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post Pre-Employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Demonstrable experience of holding a coordination role in a Primary School for a minimumof 1 year Hold current certification in Makaton to a minimum of Level 1 Minimum of 5 years demonstrable experience of using a range of effective classroom approaches to providesupport and challenge children and young people of all abilities including those with Special Educational Needs 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 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 at______

PERSON SPECIFICATION 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 Art as his/her main subject Shortlisting by Application Form Experience Minimum of 6 months demonstrable experience of teaching Artat Key Stage 3 or 4 to achieve positive learning outcomes Demonstrable experience of using a range of teaching strategies to meet the learning needs of pupils Demonstrable experience of using digital media/technology to enhance teaching and learning 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Minimum of 1 years demonstrable experience of teaching Art at Key Stage 3 to achieve positive learning outcomes Minimum of 1 years demonstrable experience of teaching Art at Key Stage 4 to achieve positive learning outcomes 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 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 at______

JOB DESCRIPTION JOB TITLE: Teacher - Primary REPORTS TO: Principal PROFESSIONAL DUTIES OF A TEACHER TEACHERS (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 1. 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:- (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 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. 2. Exercise of particular duties (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. (b) 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. 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 teachers 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 teachers 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. Number of days/Hours of work 8.1 a) 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; b) 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 1265 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; c) 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; d) Unless employed under a separate contract as a mid-day supervisor a teacher shall not be required to undertake mid-day supervision; e) 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; f) 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; g) 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. 9. Staff cover 9.1 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. 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. PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 six months demonstrable experience of teachingP7at Key Stage 2 to achieve positive learning outcomes 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 using digital media/technology to enhance teaching and learning Shortlisting by Application Form OtherBeregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up postPre-Employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria 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 Knowledge of a range of teaching strategies to meet the learning needs of pupils Knowledge of Information Technology systems such as digital classroom tools/media and the use of tablets/mobile technologies Knowledge of current assessment methods to inform teaching 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 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 Schools Values/ethos. You will find information about our Values/ethos on the schools 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 Demonstrable experience of assisting with and/or co-ordinating a show/performance for any age range either inside or outside of a school setting Demonstrable experience of assisting with and/or co-ordinating an area of the curriculum in particular Literacy or World Around Us 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 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 at______

PERSON SPECIFICATION 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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role., • In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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 Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Irelandby the closing date for completed applications Shortlisting by Application Form Experience Demonstrable experience of teachingwithina Preschool setting Foundation Stage or Key Stage One to achieve positive learning outcomes Experience/evidence of facilitating and developing childrens learning through play in the early years Demonstrate experience of teaching children with learning difficulties eg. dyslexia or ASD Experience and willingness to assist with a diverse programme of co-curricular and after-school activities Shortlisting by Application Form Other Beregistered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post Pre-employment Check SECTION 2 - ESSENTIAL CRITERIA The following areadditionalessentialcriteria which will be measured during the interview/selection stage. Factor Essential Criteria Method of Assessment Knowledge Demonstrate knowledge of the Northern Ireland Curriculum Demonstrate knowledge of Pastoral Care and Promoting Positive Behaviour particularly within the Foundation Stage and Key Stage One Knowledge of current assessment methods to inform teaching Knowledge and understanding of Safeguarding and Child Protection policy/practice Interview Skills / Abilities Ability and willingness to undertake responsibility for promoting and coordinating the area of Playthroughout the school 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 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 schools values/ethos. You will find further information about our school on the schools website 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 A minimum of 1 years experience of teaching a Foundation Stage or Key Stage 1 class within the last 7 years in a paid capacity A minimum of 2 years experience of teaching a Foundation Stage or Key Stage 1 class within the last 7 years in a paid capacity Have relevant knowledge and experience to be able to prepare pupils to take part in school music events school choir school productions and local music festivals - please provide as much relevant information as possible 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 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 at______

Chemistry Technician Sullivan Upper School BT18 9EP Permanent Part-Time (32.5 hpw), Term-Time Salary: Points 1114 with an hourly rate of £14.9294 to £15.6711, which equates to an annual salary of £21,886 to £22,973, paid in 12 monthly instalments. About Sullivan Upper School Sullivan Upper is a co-educational, inter-denominational voluntary grammar school founded in 1877, located in Holywood, County Down, on the edge of Belfast Lough. The school serves a wide catchment area including North Down, Ards, and East Belfast. We offer a broad and balanced academic curriculum, strong pastoral care, and an enriching extracurricular programme - reflecting our motto, Lamh Foisdineach an Uachtar (with the gentle hand foremost). Key Responsibilities Prepare chemicals, equipment and materials for lessons; set up and clear away practical resources. Maintain, clean, store and carry out minor repairs on laboratory equipment . Organise and safely store chemicals and resources, ensuring all statutory checks and safety records are maintained. Support the department in meeting Health & Safety requirements, including safe handling, correct labelling, and secure storage of materials. Ensure laboratories and prep areas remain clean, safe and well-organised. Provide photocopying, printing and IT-based administrative support. Maintain inventories, update asset registers and assist with ordering and checking deliveries. Help prepare the department for Open Days, events and examinations . Support pupil safety, assist with first aid (training provided) and help in emergency procedures. Essential Criteria Qualifications Minimum of 5 GCSEs (or equivalent) at Grade A*-C, including English, Maths, and one science subject, or an equivalent/higher-level science-related qualification. Experience / Knowledge Knowledge of health and safety procedures relevant to a laboratory environment. Evidence of proficiency in the use of computer and ICT, including Microsoft Office applications (Outlook, Word, Excel). Personal Qualities Proven effective planning and organisational skills. Ability to work under pressure to meet deadlines. Excellent communication and interpersonal skills. Calmness under pressure. Ability to work effectively as part of a team. How to Apply The closing date for the receipt of applications is Tuesday 2 December 2025 at 12.00 noon. please apply today. Other suitable skills and experience include , Laboratory Technician, Science Technician, Chemistry Lab Support, Practical Science Support, STEM Technician. TPBN1_UKTJ

The College is seeking applications for a Curriculum Manager in our Computing provision.