Education Authority Northern Ireland
EOTAS General Subjects Teacher with Transistion Support Responsibilities
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JOB DESCRIPTION
JOB TITLE
General Subjects Teacher with Transition Support in Strabane EOTAS Centre
LOCATION
Strabane EOTAS and the possibility of working outside of the centre and in Local EOTAS Venues or educational venues.
WORKING PATTERN
Full time teacher
REPORTS TO
Strabane EOTAS Head of Centre
RESPONSIBLE FOR
Delivering General subjects (GCSE & LEVEL 2) and to pupils with social, behavioural, emotional and wellbeing needs, delivering transition support and possible outreach within schools and other duties required within the role to support young people referred to the service.
JOB PURPOSE
Education Otherwise than at School (EOTAS) provision is a multi-disciplinary and partnership approach offering support for young people who have social, behavioural, emotion and wellbeing (SBEW) needs. Woodlands is a specific centre for young people in the Juvenile Justice service.
An EOTAS team usually consists of teachers, youth workers and support staff who will engage with wider agencies and services to provide a nurturing, practical and structured learning environment for children and young people based on their individual needs.
The EOTAS Transition Support Teacher will support children and young people accessing EOTAS provision as part of the EOTAS Transition Support programme. They will facilitate successful transitions into, within, and from educational settings. The postholder will work collaboratively with pupils, families, schools, external agencies, and EOTAS staff to promote engagement, wellbeing, attendance, achievement, and positive outcomes.
- Develop positive and supportive relationships with children and young people.
- Assist pupils experiencing barriers to education, including anxiety, social, emotional, behavioural, or attendance difficulties.
- Support individual transition plans tailored to pupils' needs.
- Provide mentoring, encouragement, and practical support to improve engagement with learning.
- Monitor progress and identify emerging concerns
We are looking to appoint an enthusiastic, self-driven, suitably qualified and experienced teacher, who will teach and deliver their subject, alongside the EOTAS Transition Support programme, as well as supporting contact with attending pupils’ mainstream schools.
You will be responsible for curricular design, monitor and assessing pupil progress to ensuring the best possible outcomes for individuals. You will also be required to offer pastoral support to pupils through their learning. A commitment to the nurture ethos within EOTAS and the desire to make a difference to the education and lives of our young people by building positive, supportive and nurturing relationships is essential.
The role may require off site working, when required, and engagement with referring schools. The successful candidate will be required to support the wider EOTAS provision and may be required to work across other EOTAS Centres; within a reasonable distance.
Successful applicants will be expected to play a full part in supporting and shaping the Education Authority’s (EA) regional EOTAS programme. This may include leading on a curriculum/pastoral or therapeutic area which may encompass establishing or extra-curricular activities, attending multi-disciplinary meetings, support interventions, supporting examinations, attending service training as directed or any other behavioural support as required.
This is an excellent opportunity for a teacher who is interested in teaching and supporting students who experience social, behavioural, emotional and wellbeing (SBEW) needs that present a barrier to learning and personal development. If you are committed to bringing out the best in every young person to improve their life outcomes, then we welcome your application.
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MAIN DUTIES AND RESPONSIBILITIES
Planning
1.1 Planning and preparing programmes of study lessons and outreach support.
1.2 Teaching, according to educational and SBEW needs of pupils, including the setting and marking of work completed by pupils.
1.3 Assessing, recording and reporting on the development, progress and attainment of pupils.
General
2.1 Promoting the progress and well-being of individual pupils and of any class or group of pupils assigned to him/her; in line with the pastoral care policy.
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.
2.4 Communicating and consulting with the parents of pupils; be a link/form teacher to support a small group of pupils.
2.5 Communicating and co-operating with such persons or bodies outside the centre as may be approved by the employing authority and the Governance group.
2.6 Participating in meetings arranged for any of the purposes described above.
2.7 Make the necessary links with referring schools in the locality as required by the Head of Centre/service needs.
Assessment/Reporting
3.1 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.
Staff Development/Professional Development
4.1 Participating, if required, in any scheme of staff development and performance review.
4.2 Reviewing from time to time his/her methods of teaching and programmes of work.
4.3 Participating in arrangements for his/her further training and professional development as a teacher.
4.4 Advising and co-operating with the Head of Centre 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.
4.5 Participate in duties which may be required from time to time by the Head of Centre/ Adviser/ Head of Service.
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 centre which relate to the curriculum for the centre or the administration or organisation of the provision, including pastoral arrangements.
Public Examinations
6.1 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/invigilation during such examination.
Review and Development of Management Activities/Administration
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7.1 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/provision.
7.2 Participating in administrative and organisational tasks related to such duties as described above, including the management or supervision of persons (LSA’S) 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 meetings.
- a) Registering the attendance of pupils and supervising pupils, whether these duties are to be performed before, during or after school sessions.
- b) Use the relevant school’s digital system (e.g. C2k and SIMS) for the recording of attendance and information as per service need.
Number Of Days/Hours Of Work
8.1 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. Part time staff days will reflect job requirements and agreement.
8.2 A teacher shall be available to perform such duties at such times and such places as may reasonably be specified by the Service Management, or where he/she is employed 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.
8.3 A teacher may not be required to teach as distinct from supervising 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.
Staff Cover
9.1 Supervising and teaching any pupils whose teacher is not available provided that:
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a) In schools/provisions 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 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.
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b) In schools/provisions with an average daily enrolment of 222 pupils or less a teacher other than a supply teacher shall not be required to provide such cover after the first day on which a teacher is absent or otherwise not available for more than 1 day was known to and agreed by the employing authority in advance.
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c) In schools/provisions with a complement of 1, 2 or 3 teachers and in nursery units in primary schools, a teacher other than a supply teacher shall, notwithstanding heads (a) and (b), not be required to provide such cover.
Terms and Conditions
Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) 1987 shall apply to teachers employed in grant-aided schools/provisions, peripatetic teachers and supply teachers. Further information is available on the DE website. www.education-ni.gov.uk/publications/teachers-salaries-and-conditions-service
Fixed-term posts
Please note that the post availability indicates how long a post will be vacant at the time of going to press and
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