Post Primary - Leader of Careers and Alumni

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.

(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.

1.1 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. 

2.1 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. 

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. 

4.1 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.

5.1 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. 

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. 

7.1 

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. 

8.1     

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.

9.1 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.

PRIORY INTEGRATED COLLEGE

Leader of Careers and Alumni

Role Purpose

To lead and develop Careers Education, Information, Advice and Guidance (CEIAG) across the College, ensuring all pupils are supported to make informed decisions about education, training and employment. The postholder will oversee careers provision, work experience, careers-related programmes and alumni engagement, while contributing to whole-school improvement.

Key Responsibilities

Strategic Leadership

• Lead the planning, delivery and evaluation of CEIAG across the College.
• Oversee careers-related programmes, including King's Trust provision.
• Use destination, labour market and attainment data to inform improvement.
• Develop departmental action plans, targets and priorities.
• Advise SLT on CEIAG developments, legislation and curriculum needs.
• Contribute to the College Development Plan.

Teaching, Learning and Student Outcomes

• Ensure high-quality Careers Education for all students.
• Monitor and improve teaching, learning and achievement.
• Ensure statutory careers provision across all key stages.
• Promote literacy, numeracy, ICT and employability skills through CEIAG.
• Develop effective assessment, tracking and quality assurance systems.
• Organise careers events, employer engagement, educational visits and work experience programmes.
• Build strong partnerships with parents, employers, Careers Service, FE/HE providers and external agencies.

Staff Leadership

• Support and challenge staff to embed careers education across the curriculum.
• Provide guidance, mentoring and professional development for teachers.
• Contribute to induction, appraisal, PRSD and professional learning processes.
• Monitor and evaluate provision to ensure high standards and accountability.

Resources and Operations

• Manage departmental resources, budgets, ICT and accommodation effectively.
• Ensure resources are used efficiently and learning environments are safe and stimulating.
• Support appropriate deployment of staff and teaching groups.

College Ethos and Alumni

• Promote the child-centred, integrated ethos of the College.
• Support inclusion, wellbeing, equality and respect for diversity.
• Foster positive relationships with pupils, staff, parents and the wider community.
• Develop and maintain a strong and active alumni network.
• Contribute to the positive promotion and reputation of the College.
• Engage in continuous professional development relevant to the role.

Accountability

The Leader of Careers and Alumni will work collaboratively with SLT, staff, pupils, parents, employers, external agencies and alumni to ensure outstanding careers provision and positive destinations for all learners.

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 how you meet any desirable 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.

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 degree or equivalent Level 6 qualification which has prepared the applicant to teach his/her main subject

Shortlisting by Application Form

Minimum of one years’ paid demonstrable experience of teaching at Key Stage 5 to achieve positive learning outcomes

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 monitoring pupil progress, performance, target setting and intervention

Demonstrable experience of assisting with and/or co-ordinating an area of the curriculum in particular Careers

Demonstrable experience of teaching pupils for whom English is not their first language

Demonstrable experience of teaching children in withdrawal groups to support learning

Shortlisting by Application Form

Minimum of 5 years’ paid demonstrable experience of teaching at Key Stage 3 and 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

A minimum of 2 years' experience of contributing to the area of provision of Careers Education, Advice and Guidance in a post-primary setting within the last seven years.

An appreciation of the knowledge and skills required for learners to succeed in their learning about careers.

A knowledge of school improvement and strategies for raising standards in pupil attainment.

A knowledge of information and policies relevant to Careers Education, Information, Advice and Guidance.

Demonstrate understanding, experience of planning, delivery and assessing of the Northern Ireland Curriculum requirements of CEIAG, including work-related learning and employability skills

Able to demonstrate effective leadership qualities including excellent organisation, administration, problem-solving and communications skills

Evidence of successfully leading a cross-curricular initiative or coordinating with external educational/industry partners

Shortlisting by Application Form

Be registered with the General Teaching Council for Northern Ireland (GTCNI) before taking up post

Pre-employment Check

The following are additional essential criteria which will be measured during the 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 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

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

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

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.

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.

To view the applicant guidance notes, please click here.

To learn about the many great benefits of joining the Education Authority, click here