KS2 Teacher – Permanent

Job Title

Teacher – Primary

Reports To

Principal

Professional Duties of a Teacher

Exercise of general professional duties.

Exercise of Particular Duties

• A teacher employed as a teacher (other than a principal) in a school shall perform, in accordance with any directions which may be reasonably given to him/her by the principal from time to time, such particular duties as may reasonably be assigned to him/her.
• A teacher to whom paragraph 1(b) refers shall perform, in accordance with any direction which may reasonably be given to him/her from time to time by the board or by the principal of any school in which he/she may for the time being be required to work as a teacher, such particular duties as may reasonably be assigned to him/her.

Planning and Assessment

• Planning and preparing courses and lessons.
• Teaching, including setting and marking the work to be carried out by the pupils in school and elsewhere.
• Assessing, recording and reporting on the development, progress and attainment of pupils.

General

• Promoting the general progress and well‑being of individual pupils and of any class or group of pupils assigned to him/her.
• 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, and making relevant records and reports.
• Making records of and reports on the personal and social needs of pupils, except in instances where doing so might be regarded as compromising a teacher’s own position.
• Communicating and consulting with the parents of pupils.
• 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.
• Participating in meetings arranged for any of the purposes described above.

Assessment / Reporting

• Providing or contributing to oral and written assessments, reports and references relating to individual pupils and groups of pupils, except in instances where doing so might be regarded as compromising a teacher’s own position.

Staff Development / Professional Development

• Participating, if required, in any scheme of staff development and performance review.
• Reviewing from time to time his/her methods of teaching and programmes of work.
• Participating in arrangements for his/her further training and professional development as a teacher.
• Advising and co‑operating with the Principal and other teachers on the preparation and development of courses of study, teaching materials, teaching programmes, methods of teaching and assessment and pastoral arrangements.

Discipline / Health and Safety

• 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.
• Participating in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements.

Public Examinations

• Participating in arrangements for preparing pupils for public examinations and in assessing pupils for the purposes of such examinations; recording and reporting such assessments; and participating in arrangements for pupils’ presentation for and supervision during such examination.

Review and Development of Management Activities / Administration

• Contributing to the selection for appointment and professional development of other teachers, including the induction and assessment of probationary teachers.
• Co‑ordinating or managing the work of other teachers.
• Taking such part as may be required of him/her in the review, development and management of activities relating to the curriculum, organisation and pastoral functions of the school.
• Participating in administrative and organisational tasks related to such duties, including the management or supervision of persons providing support for the teachers in the school and the ordering and allocation of equipment and materials.
• Subject to the provisions of Article 22 of the Order, attending assemblies.
• Registering the attendance of pupils and supervising pupils, whether these duties are to be performed before, during or after school sessions.

Number of Days/Hours of Work

A full‑time teacher 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; the teacher shall also be available to perform duties at times and places as may be reasonably specified by the Principal, for 1,265 hours in any year exclusive of time spent off‑school premises in preparing and marking lessons and travelling to and from the place of work.

Staff Cover

• Supervising and teaching any pupils whose teacher is not available, subject to the specified enrolment criteria.

Person Specification – Essential Criteria

• Qualifications/ Professional Membership: Hold a teaching qualification which meets the requirements for recognition to teach in grant‑aided schools in Northern Ireland.
• Experience: Minimum of one year’s demonstrable experience of teaching in a Primary School.
• Evidence of effective classroom management and positive behaviour strategies.
• Experience of differentiating learning to meet the needs of all pupils, including those with additional needs.
• Experience in integrating ICT to enhance teaching and learning.
• Be registered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post.

Essential Criteria – Interview/Selection Stage

• 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 all pupils.
• Knowledge of Information Technology systems and digital tools to support engagement, assessment and communication in the Primary Classroom.
• Knowledge of current assessment methods to inform teaching.
• Effective teaching and classroom management skills, including use of assessment data to inform teaching and raise pupil 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.
• Willingness and ability to contribute to extra‑curricular activities.
• Capacity to take on subject or area leadership responsibilities.
• Evidence of how experience and approach to work reflect the school’s values/ethos, commitment to inclusive education, child‑centred approaches, the wider life of the school community, and strong commitment to professional development and reflective practice.

The Education Authority is an Equal Opportunities Employer.

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