Job Description - Senior Teacher -Dual Role Loughshore EOTAS (3 days) and responsibility within regional EOTAS (2 Days) Primary Location Loughshore Education Centre (EOTAS) Contract Type: Fixed Term Duration of Contract/Contract End Date: 30 June 2025 Status: Full-Time Hours per Week: 32.4 Working Pattern: Monday-Friday Grade/Scale: Teacher | Main Pay Scale, M1 - UPS 3 Allowance(s): Teaching Allowance 3 as per the DE Teachers' Pay and Allowances circular, Special Educational Needs Allowance 1. A second SEN Allowance may be awarded where it is considered that the teacher’s experience and/or qualifications enhance the value of the work he/she undertakes with special educational needs pupils. Teaching Allowance 3 for leadership and management responsibility across EOTAS. Anticipated Interview Date(s) 27th and 28th August Additional Information: Interviews held in Academy Street, Belfast JOB DESCRIPTION Directorate: Children & Young People’s Services Service: Post Primary Behaviour Support and Provisions Responsible to: Head of Service Main Purpose of the Role This role is a job share opportunity a centre lead for Loughshore EOTAS. The successful candidate will be responsible for onsite operational management 2/3 days per week alongside a strategic improvement plan for the centre and operational centre development plan. Additionally, the post holder will be responsible for elements of the Service Development Plan on a regional basis for all EOTAS centres. Job Purpose EOTAS programmes form part of the EA’s Behaviour Support and Provisions to schools for pupils with social, emotional and behavioural difficulties (SEBD) from KS1 to KS4. Pupils that take up a placement within any of the EOTAS programmes also remain on the register of their mainstream school. EOTAS also provides education to young people following expulsion from school. EOTAS offers and requires a truly multi-disciplinary approach across professionals working with young people. The team consists of teachers, youth workers, support staff and wider agencies to enhance the learning process for pupils and provide an exciting curriculum based on the individual needs of pupils. · Each EOTAS provision is managed under the direction of a Senior Teacher. · Multidisciplinary work is an essential part of the work in each programme. · Collaborative working with schools is an essential element of the work within the EOTAS programmes to plan for young people to integrate back into mainstream school. · Hours of work will be teachers terms and conditions but because of the nature of the work there is a need for flexibility to enable the teachers to perform all the necessary duties in connection with EOTAS. Hold regional responsibility for an element of the EOTAS Development Plan and 4. The successful candidate will have a commitment to; · implementing the Post Primary Behaviour Support and Provisions Service Development Plan · developing outstanding practice and provision, · improving outcomes based on monitored progress, data and wider evidence, · leading a multidisciplinary team through strategic planning, self-evaluation and centre development action, · securing a positive ethos of high expectations and standards that ensures staff and pupils feel safe and secure in their environment, · and a passion for making a difference to the education and lives of our young people by building positive, supportive and nurturing relationships with staff, pupils, parents and schools. Duties and responsibilities will include: Carry out the duties of the role in line with the remit outlined in the current Teachers’ Pay and Conditions Agreement - Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) 1987. 1 Safeguarding 1.1 Be responsible for promoting and safeguarding the welfare of young people within the centre 1.2 Be responsible for child protection issues, as appropriate. 1.3 Implement and communicate all safeguarding related policies and procedures to staff, young people, parents and partner agencies/ school. 1.4 Self-evaluate centre safeguarding related policies and practices on an annual basis using the appropriate ETI proforma. 1.5 Be responsible for ensuring work with external agencies is supportive to the needs of pupils and staff 1.6 Report safeguarding data and information, as required, to the Advisor and Head of Service. 2 Leadership and Management 2.1 Lead on the strategic development of the centre with a vision based on EA values and priorities that ensures a pupil centred provision delivery. Make improvements on an immediate basis to ensure that the centre is compliant with statutory duties in education. 2.2 Develop an effective centre structure with clear roles and responsibilities of staff that sustain positive working relationships and supports continuing professional development of staff 2.3 Ensure full compliance ad engagement with the statutory EOTAS guidance 2.4 Lead on the development and implementation of the Centre Development Plan, Inspection and Self-Evaluation Framework and related actions plans 2.4 Use key information, indicators and data to implement, monitor, evaluate and review strategic and operational centre planning 2.5 Lead staff to ensure they are appropriately trained and supported to deliver the provision 2.6 Manage staff attendance, grievances, disciplinary matters and capability procedures, at the first stages 2.7 Lead on the development of the relationship with feeder schools to ensure a mutually respectful relationship with open lines of communication, strong partnership working and reintegration of pupils to school, as appropriate 2.8 Lead on centre staff meetings and briefings 2.9 Contribute to the development of the wider Behaviour Support and Provisions Service 3 Quality of Provision 3.1 Lead on the development and implementation of a broad and balanced curriculum suitable to the needs of individual young people. 3.2 Lead on the development and implementation of a therapeutic curriculum that meets the personal, social, and behavioural and wellbeing needs of the young people 3.3 Plan a curriculum that meets the needs of young people, the Centre Development Plan, the Northern Ireland Curriculum and the statutory EOTAS Guidance that effectively targets support to improve outcomes for learners 3.4 Build an ethos that supports high expectations of all, high standards for all and high quality learning outcomes 3.5 Lead on the partnership working and communication strategy with parents, schools and stakeholders to ensure pupil needs are clearly identified and supported, and learning programmes are clear to all 3.6 Ensure that there is a programme of future aspiration and careers support in place for all young people 3.7 Ensure effective long, medium and short term planning across the curriculum 3.8 Develop a system of monitoring planning, teaching and assessment to ensure engaging and challenging delivery to pupils with successful outcomes 3.9 Ensure a wide range of strategies are used appropriately to guide planning, teaching and learning 4 Outcome for Learners 4.1 Lead on consistently high outcomes across all aspects of learning 4.2 Ensure raised attainment of young people at GCSE, level 1 and level 2 study 4.3 Develop and implement systems for monitoring pupil progress in relation to prior attainment, ability and stage of development 4.5 Develop and implement appropriate targeted intervention to support improved social, emotional and academic outcomes for learners 4.6 Co-ordinate examination entries with the support of a designated examinations officer, ensuring arrangements are clear for preparing pupils for public examinations and in assessing pupils for the purposes of examinations; recording and reporting such assessments; and participating in arrangements for pupils’ presentation for and supervision/invigilation during such examination 5 Care and Welfare 5.1 Lead on excellence in attendance, engagement and behaviour strategies across the centre, for and by young people 5.2 Develop and implement opportunities to collect pupil, parent/carer and staff voice on their provision, progress, concerns and successes 5.3 Ensure high levels of attendance, punctuality and engagement and ensure a culture of action if there is a concern or issue 5.4 Ensure that the personal development and preventative curriculum is regularly reviewed to meet the needs of current cohorts and promotes safety, resilience and independence. 5.5 Work with a range of outside services and agencies to provide holistic care to each young person and staff member 6 Health and Safety 6.1 Maintaining good order and discipline among pupils and staff in accordance with the policies of the centre and Education Authority, safeguarding their health, safety and wellbeing. 6.2 Ensure the building for provision delivery is safe an appropriate for educating young people, reporting any concerns immediately. 7 Staff Cover 7.1 Find solutions and organise the provision and staffing appropriately in the absence on staff 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. Posts involving work in educational institutions are subject to the provisions of the Safeguarding Vulnerable Groups (NI) Order 2007. The successful applicant will require an enhanced disclosure check which at present costs £33. Further details regarding the payment of this check will be issued with the contract of employment. To view the summary of terms and conditions for this post, click here.