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 Hold a 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 a degree or equivalent Level 6 qualification or teaching qualification which has prepared the applicant to teach Psychology as his/her main subject by the date of taking up duty Shortlisting by Application Form Experience Demonstrable experience of teaching Psychology to A-Level within the last five years in a post-primary school Demonstrable experience of setting targets, evaluating pupils’ progress, and reporting on pupils’ progress so as to effect improvement Demonstrable and current knowledge of subject specific teaching approaches Demonstrable well-developed and effective planning and organisational skills in the areas of time management, chairing meetings, managing resources, communication skills, and promoting a stimulating learning environment 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 Have experience, knowledge and understanding of the process of Departmental self-evaluation and implementing action plans Demonstrable current experience, knowledge and understanding of the curricular requirements of Psychology Knowledge and understanding of approaches to assessment in order to promote effective teaching and pupil progress Interview Skills / Abilities Demonstrable understanding of the ways in which children learn and how individual needs may be assessed and met Have the ability to lead and motivate others, working collaboratively with colleagues to develop resources and Schemes of Work, valuing their contributions and managing sensitive matters effectively Effective communication and interpersonal skills 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 Enthusiastic and dynamic leadership The ability to deal with challenges and see them through to completion An efficient and effective management style which inspires confidence The ability to think strategically, show initiative and be proactive The ability to lead and manage people to work towards a common goal The ability to solve problems and make decisions The ability to understand and support colleagues and pupils 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 here https\://www.omaghacademy.com/ 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 by qualification or experience the ability and willingness to make a significant contribution to the School's co-curricular and extra-curricular provision Have experience of promoting Psychology amongst pupils as a subject to be enjoyed and explored outside the classroom, including activities and trips for pupils beyond the mandated work for A-Level The ability to teach another subject 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. To learn about the many great benefits of joining the Education Authority, click here The Education Authority is an Equal Opportunities Employer JOB DESCRIPTION JOB TITLE: Head of Psychology REPORTS TO\: Principal throught the Vice Principal (Curriculum) PROFESSIONAL DUTIES OF A TEACHER TEACHERS’ (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS (NORTHERN IRELAND) 1987 Schedule 3 Regulation 5 General\: To provide effective leadership and management and thereby continually enhance the high quality of learning, teaching and achievement within the Department. Leadership 1. To inspire by personal example and hard work. 2. To lead and manage the Department, including teaching, non-teaching and support staff, both in terms of deployment of staff and day-to-day support. 3. To create a vision, sense of purpose and pride in the Department. 4. To co-ordinate the production and maintenance of the department handbook, and to implement, monitor and evaluate all of its policies and documentation. 5. To lead and be responsible for the process of continuously monitoring, evaluating and improving the high quality of learning and teaching in the Department. 6. To be responsible for maintaining discipline within the Department on a day-to-day basis when required. 7. To play a major role as a middle manager in the development of all aspects of the School, including its policies and their implementation. 8. To assist in the maintenance of good staff relations and ensure that adequate channels of communication are maintained. 9. To develop and maintain effective methods of communication with the Principal, SLT, SMT, and other staff, pupils, parents, governors, external agencies and the wider community (including business and industry). 10. To identify and applaud areas of success for individual teachers and the department as a whole. 11. To promote Psychology within and beyond the school community. 12. To help create an effective team by promoting collective approaches to problem-solving and curricular/department development, e.g. consult when writing the Departmental Development Plan and produce resources as a team. 13. To chair and produce the agenda for effective department meetings. To ensure minutes are made, kept secure and others informed as appropriate. 14. To attend meetings of Heads of Department and represent the views of department colleagues at such meetings. 15. To oversee the implementation of school assessment and target setting policies, and make effective use of data to monitor and evaluate the achievement of pupils in the department. 16. To initiate/maintain/oversee the provision of co-curricular and extra-curricular activities relevant to the Department, e.g. the use of resources after school or during lunch-breaks or a club etc. Curricular/Departmental Development 1. To contribute towards continuity and progression within the whole school curriculum. 2. To oversee the creation of a Departmental Development Plan, together with its implementation and the part it plays in whole school development. 3. To oversee the process of Departmental self-evaluation, target setting and action planning. 4. To oversee the development of comprehensive standardised departmental schemes of work which include a range of teaching and learning styles providing a rich and consistent experience for pupils, including the use of ICT, and to ensure that a variety of assessment methods are incorporated at key points to facilitate formative assessment and to enable accurate judgements on pupil progress. 5. To develop departmental strategies for the pupils’ spiritual, moral, social and cultural development, including relevant aspects of Learning for Life and Work. 6. To monitor and evaluate the learning and teaching within the Department and to take the initiative in identifying strategies to support consistency of practice and to be a lead practitioner in the department. 7. To develop departmental strategies and procedures for learning and teaching including those related to the provision for pupils with special educational needs. 8. Oversee the development and implementation of pupil voice practices within the Department and use feedback to inform learning and teaching strategies. 9. To work with the LSC to ensure IEPs are used to set subject-specific targets, and to match curricular materials and approaches to pupil needs. 10. To co-ordinate and organise appropriate visits/trips related to the Psychology curriculum. 11. To ensure that appropriate internal examinations are set and marked. 12. To ensure that Departmental pupil data is entered into the school system in accordance with tracking and reporting schedules and to monitor pupil data with a view to intervening and supporting pupils where required. 13. To promote the subject, eg at Open Nights, in publications and online, and to provide pupils with information to help them make option choices. Stock/Resources/Budget 1. To oversee the allocation and management of resources within the Department. 2. To maintain an inventory of all stock items and to oversee the annual stock audit. 3. To carry out stock disposal in accordance with Department and School policies. 4. To digitally store (locally and online) resources in such a way as to enable quick and easy access by all staff. To also store the necessary teaching documents for pupils locally and online for pupil access, in order to facilitate remote learning. 5. Manage the department budget to provide for the needs of the pupils and provide value for money. 6. To ensure that all equipment and accommodation used is kept in best condition. Liaison/Communication 1. To meet regularly and work with the SLT for professional support and to develop effective departmental leadership and management. 2. To oversee and monitor the accuracy of predicted grades, exam entries and dates, and to work effectively with the Examinations Officer/Assistant Examinations Officer. 3. To act as the initial person for others to contact regarding all issues relating to the subject. 4. To liaise with members of the pastoral team regarding pupil progress/behaviour as required. 5. To liaise with colleagues to provide a smooth transition between schools and phases for all pupils. 6. To liaise with other curriculum co-ordinators in order to develop integrated schemes of work, e.g. Numeracy, Literacy, LSC, ICT, PD, and Learning for Life and Work. 7. To liaise with and assist, where necessary, other departments in the development of cross-curricular activities. 8. To inform staff about new developments and ideas related to the teaching of the subject. 9. To co-operate with the management of Health and Safety and the Inspection process. 10. To manage the provision of information to parent/carers and other staff about curricular choices, and choice of teaching groups for individual pupils and groups of pupils. 11. To provide timely, accurate and helpful responses to parent/carer enquiries. 12. To manage the Department’s contribution to the school prospectus, magazine, newsletter, website, social media platforms and any other relevant media. 13. To liaise with relevant external agencies. Professional Development and Support 1. To provide or organise in-service training for the department staff (teaching and support) as appropriate. 2. To have day-to-day responsibility for the monitoring, support and assessment of trainee and newly qualified teachers. 3. To assist in the short-listing and interviewing of new members of the department. 4. To be responsible for the induction of staff new to the Department and to organise and direct PGCE/placement students when required to support the school. 5. To advise the appropriate staff on the allocation of classes within the timetable. 6. To assist staff (teaching and support) who may experience behaviour management problems with pupils, and to be available to provide support on a daily basis. 7. To identify development opportunities for staff within the Department and through external agencies or courses. 8. To maintain a high level of awareness on current initiatives within the subject area and to disseminate relevant information. 9. To delegate tasks in a way that maximises the use of available talent, experience and enthusiasm and provides development opportunities for all staff. 10. To use the Performance Review Staff Development cycle to assist in enhancing the professional practice and aspirations of colleagues. 11. To be concerned for the personal and professional welfare of all teaching staff in the department. 12. To keep personally up-to-date with developments and new ideas related to subject knowledge and teaching and learning within the Department. To undertake any other duties that might reasonably be expected of a Head of Department, as directed by the Principal. SECTION 2 – HEAD OF DEPARTMENT DUTIES SPECIFIC TO PSYCHOLOGY · To provide additional support to pupils applying to universities when appropriate (e.g. Oxbridge applications for PPE). · To ensure that the effective running of the Psychology Club. Points to note · No job description can ever fully encompass the complexities of any post, and it is expected that the post-holder will be adaptable and proactive in his/her role. · This job description may be reviewed and amended in the light of the developing needs of the school. It is not a comprehensive statement of procedures and tasks but sets out the main expectations of the school in relation to the post holder’s professional responsibilities and duties. · Teaching Staff who accumulate 4 Teaching Allowances are members of the Senior Management Team. 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.