JOB DESCRIPTION

JOB TITLE: SLT position: Assistant Vice Principal (Leader of Pedagogy and Staff Development) (Permanent – 5 points)

REPORTS TO: Principal

PROFESSIONAL DUTIES OF A TEACHER

TEACHERS’ (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS

(NORTHERN IRELAND) 1987

Schedule 3

Regulation 5

Rationale:

The College continues to prioritise the central role of quality teaching and learning, underpinned by research and staff training.

SLT remit

Leader of Pedagogy and Staff Development

The primary function of this role is to ensure the College offers the very highest standards of teaching and learning to all pupils, guaranteeing that the quality of the Priory experience continues to develop positively.

This role therefore requires a high level of expert knowledge and substantial experience in delivering outstanding lessons and teacher development programmes based on the science of learning.

General Overview:

An Assistant Vice Principal will be a suitably qualified and experienced person of vision, integrity, energy, and enthusiasm who is fully committed to the integrated ethos of the school. They will have excellent communication and inter-personal skills and the ability to inspire and motivate staff and pupils.

The successful candidate will provide senior leadership support to all aspects of the College. In terms of consistency and high standards, they will be a visible presence around the school. They will support our ethos by encouraging and upholding the highest standards in all aspects of College life and promote positive behaviour for learning. They will be passionate about the ability for all our pupils to succeed, regardless of barriers or circumstances and will motivate fellow colleagues, fuelled by an optimistic spirit. The appointee will be aware of the myriad of external factors which affect our educational landscape and will understand what success look like, in terms of our own expectations. They will be familiar with the rigour required to ensure the College is meeting all aspects of its vision and will embody our esprit de corps in their attitude, actions, and professionalism.

Qualities required:

The appointee will be an outstanding practitioner with experience of facilitating high quality learning. They will have a natural flair and proven ability as a strategic thinker, with ideas and the ability to bring them to fruition. They will have demonstrable experience in leading teams of staff and will use research to inform actions and planning. They will have used data to assist with meaningful monitoring and evaluation bringing about whole school improvement. Excellent analytical skills are essential, with the ability to gather, analyse and present information to understand complex issues. They will collect and use a rich set of data to understand strengths and weaknesses and inform appropriate improvement plans. The post holder will have the ability to write in a confident, sophisticated, and accurate manner, fit for a specific context and circumstance. They will be an excellent communicator, able to identify and use appropriate styles and methods, relevant to the audience. They will demonstrate resilience, whilst being responsive, open, and honest about challenges and have the ability to actively build constructive and open relationships with networks of colleagues, contacts and organisational partners.

The candidate will understand the financial constraints on schools and the complexities resulting from this.

It is imperative that the candidate has a collegiate mindset and leads by example and with integrity.

Key areas of personal responsibility

To provide visionary leadership of teaching and learning across the College.

To carry out robust self-school evaluation to ascertain an impactful strategy around an ethos of continuous improvement to ensure all learners experience high quality teaching and learning.

To be research focussed and promote a culture of excellence and innovation in teaching and learning, ensuring staff have access to up-to-date knowledge and thinking in respect of the latest teaching and learning strategies.

To ensure staff are enthused and engaged in ongoing professional development and build in holding to account mechanisms to ensure high standards and progression.

To co-ordinate a drive team of teaching and learning experts to develop, implement and review the College’s teaching and learning strategy.

To line manage the Senior Teacher in charge of Digital Learning and ensure the continual effective development of digital learning, underpinned by pedagogy.

To act as Teacher Tutor and take charge of new staff induction and PGCE placements.

To bid for and manage externally funded projects that support Teaching and Learning development .

Lead and develop the College’s continuous professional development programme for teachers.

To develop a system for learning walks and observations, as well as team teaching and peer observation.

Key areas of responsibility:

Leadership and Management

· Work with the Principal and other leaders to ensure we remain an inspirational and inclusive College, which sets the highest standards in teaching and learning through the ethos of excellence for all.

· Establish the strategic vision regarding Pedagogy and Professional Development to guarantee the continuation of success for the College, building upon its Thinking School status.

· To stay abreast of current developments in cognitive science and ensure that our lesson delivery model is robust.

· Ensure the agreed vision is realised through effective planning, stakeholder agreement and inspiring training.

· Lead and manage the Teaching and Learning Drive Team to support ongoing excellence in teaching across the College.

· Develop and lead Learner Voice, ensuring all such activities are implemented, monitored, and reviewed.

· Line manage the Senior Teacher in charge of Digital Learning to ensuring effective delivery against the Digital strategy.

· Engage with external organisations to capitalise on best practice and promote a shared culture of quality improvement throughout the College.

· Support with College Development Plan creation, execution, and review.

· Establish middle leader coaching and ensure inspection readiness.

· Work collaboratively with other leaders in delivering College targets and priorities.

· Maintain and enhance the College profile, reputation, and performance through collaborative partnerships locally and where appropriate to do so, also regionally and nationally.

As part of the role a teaching timetable will be assigned. It is expected that the successful candidate is a first-rate practitioner, thus leading by example.

Strategy and Policy

· To set up the strategy and policy pertaining to teaching and learning and quality assurance.

· Write reports on Pedagogy and Staff Development for the Principal and Board of Governors.

· Lead teachers in applying the consistent key areas of focus, as per the College Development Plan.

Oversee the development and implementation of relevant policies, procedures and quality initiatives linked to teaching and learning.

Support the recruitment of new teachers by involvement in both the pre-interview tasks and the interview process itself, as required.

Equality, Diversity & Inclusion

· Support equality, diversity, and inclusion strategies across the College to promote and advance integration, supporting teams to understand and remove any barriers to pupil progress and achievement.

· To support the integration of non-teaching staff into our staff development programme and ensure they are upskilled alongside teachers.

Key areas of collective responsibility

- Setting the high standard for all pupils, linked to the College ethos

- Ensuring equality and inclusion in all aspects of College life

- Planning key events

- CDP review and creation/M and E and self school evaluation

Personal Qualities

Entirely committed to integrated education.

Passionate about teaching and learning and an advocate for excellence in the classroom.

Ability to encourage in pupils the enjoyment of the subject, and a responsibility for their own learning.

Enthusiasm to collaborate with colleagues.

Ambition to progress professionally.

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 teacher’s own position;

2.4 Communicating and consulting with the parents of pupils;

2.5 Communicating and co-operating with such persons or bodies outside the school as may be approved by the employing authority and the Board of Governors;

2.6 Participating in meetings arranged for any of the purposes described above.

3. Assessment/Reporting

Providing or contributing to oral and written assessments, reports and references relating to individual pupils and groups of pupils except in instances where to do so might

be regarded as compromising a teacher’s own position.

4. Staff Development/Professional Development

4.1 Participating, if required, in any scheme of staff development and performance review;

4.2

a) Reviewing from time to time his/her methods of teaching and programmes of work;

b) Participating in arrangements for his/her further training and professional development as a teacher.

4.3 Advising and co-operating with the Principal and other teachers (or any one or more of them) on the preparation and development of courses of study, teaching materials,

teaching programmes, methods of teaching and assessment and pastoral arrangements.

5. Discipline/Health and Safety

5.1 Maintaining good order and discipline among pupils in accordance with the policies of the employing authority and safeguarding their health and safety both when they are

authorised to be on the school premises and when they are engaged in authorised school activities elsewhere.

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

6. Public Examinations

Participating in arrangements for preparing pupils for public examinations and in assessing pupils for the purposes of such examinations; recording and reporting such assessments;

and participating in arrangements for pupils’ presentation for and supervision during such examination.

7. Review and Development of Management Activities/Administration

7.1

a) Contributing to the selection for appointment and professional development of other teachers, including the induction and assessment of probationary teachers;

b) Co-ordinating or managing the work of other teachers;

c) Taking such part as may be required of him/her in the review, development and management of activities relating to the curriculum, organisation and pastoral functions of the school.

7.2

a) Participating in administrative and organisational tasks related to such duties as described above, including the management or supervision of persons providing support for the

teachers in the school and the ordering and allocation of equipment and materials.

b) Subject to the provisions of Article 22 of the Order, attending assemblies;

c) Registering the attendance of pupils and supervising pupils, whether these duties are to be performed before, during or after school sessions.

8. 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 1,265 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 closing date for completed applications Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland Hold a 2.2 degree in a subject directly relevant to the College curriculum.	Shortlisting by Application Form
Experience	Have at least 7 years teaching experience in the last 12 years in a school with a sixth form with a proven record of consistently delivering outstanding lessons with demonstrable outcomes as evidence. Have 2 or more years' experience of leading ongoing whole school improvement pertaining to pedagogy (either as a member of SLT or seconded onto the senior team to deliver an aspect of the school development plan ) with responsibility for the strategic planning, delivery, monitoring and evaluation associated. Experience of having developed a culture of self-evaluation with colleagues in the pursuit of individual and school improvement. 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 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.	Interview
Skills / Abilities	Excellent organisational, communication and interpersonal skills. A reflective approach to improving practice. Experience of educational leadership e.g Head of Department or an aspect of sustained whole school improvement. Experience of leading, planning and implementing effective improvement initiatives. A detailed understanding of cognitive science principles and how these relate to the classroom. Making critical use of data and research to promote pupil achievement. Experience of providing training and development programmes for teaching and support staff. 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 School’s Values/ethos. You will find information about our Values/ethos on the school's 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	At least 3 years' experience of leading a department within the last 8 years. Be working towards or have obtained a relevant postgraduate qualification in education or in-service training/qualifications in school leadership, such as PQH/Higher Degree, relevant to the responsibilities of the post. 2.1 or 1st class honours degree. Experience of whole school curriculum planning and delivery in a post primary school.	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 you WILL be expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage.

Further information can be accessed at NI Direct or the Department of Justice.

APPLICANT GUIDANCE NOTES

To view the applicant guidance notes, please click here.

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The Education Authority is an Equal Opportunities Employer