Education Authority (Northern Ireland)
Teacher - Primary
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Teacher - Primary
Job Description: Teacher - Primary
Position Overview
Job Title: Teacher – Primary Reports To: Principal
Job Purpose
Teachers provide children with a high-quality academic and social education in a safe, nurturing environment. This role requires passionate, committed educators who actively promote positive learning outcomes, professionalism, and inclusive practices for all pupils, with particular consideration for those with Special Educational Needs (SEN).
Teachers will:
- Plan, deliver, and evaluate engaging, inclusive lessons aligned with the Northern Ireland Curriculum.
- Support and challenge pupils of all abilities to achieve their full potential.
- Foster a collaborative, supportive school community by working closely with colleagues, parents, and external partnerships.
- Demonstrate expertise in teaching strategies, digital media/technology, assessment, and behaviour management.
- Commit to continuing professional development and uphold the school’s Values and Ethos.
Key Responsibilities
A. Classification & Objectives
Under the Teachers' (Terms and Conditions of Employment) Regulations (Northern Ireland) 1987, the teacher will exercise both general and particular professional duties as authorised by the Principal and Education Authority.
1. Teaching & Instruction
- Plan and prepare curricula tailored to individual pupil needs and attainment levels, including multi-level teaching within mixed-ability classes.
- Employ effective classroom strategies to promote learning, adapted for:
- Key Stages 1 & 2
- Contribution to SEND provision under the protective framework.
- Nurture School principles
- Set meaningful challenging targets and provide differentiated feedback on pupil progress and attainment.
- Assess and report pupil development using current assessment methodologies (e.g., formative and summative assessments).
2. Pastoral Support & Well-Being
- Create a supportive, nurturing, and inclusive teaching environment where pupil well-being is prioritised.
- Develop conscious projects to promote pupils’ personal and social development.
- Support whole-child development, considering social-emotional needs and equality legislation (Section 75 of the Northern Ireland Act 1998).
- Consult with parents/guardians on pupil performance and pastoral concerns.
3. Professional & Administrative Duties
- Participate in staff development and performance reviews.
- Prepare and supervise pupils for public examinations as governed.
- Train and mentor probationary teachers or support staff as required.
- Coordinate curriculum areas, _subject leadership, or cross-disciplinary initiatives (e.g., Arts, RE, Forest School, Eco-schools).
- Comply with Health and Safety regulations and uphold schemes for safeguarding, child protection, and Northern Ireland law.
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4. Curriculum & Digital Integration
- Integrate effective digital classroom tools, including tablets and mobile technologies, to enhance learning.
- Demonstrate expertise in digital literacy and innovative teaching methods.
- Support Forest School Leadership and after-school clubs, where applicable.
5. Collaboration & School Commitment
- Work collaboratively with colleagues to enhance teaching and learning strategies.
- Represent the school in discussions with eleven-plus, regional assessment bodies, and community groups as required.
- Be actively representative of CSFS Ethos in professional roles and communications.
Required Minimum Workload
- Available for duty on 195 days per year, including:
- Supervision tasks (outside of direct classroom hours).
- 1,265 hours annual commitment (including mandatory workload outside school hours – planning and marking).
- Minimum upper Key Stage 2 classroom-based teaching hours: Maximum 25 hours/week (skilled professionals will take a supervisory role in additional hours).
Key Performance Indicators (KPIs)
- Achieving both whole-school and class-level learning outcomes.
- Recognisable progress in SEN inclusion policies (e.g., alternative provision* for withdrawal groups).
- Commitment to professional cultures (CAF/IFSE progress in gubernatorial observed teaching).
- Ingrainable use of new digital tools to improve teacher generativity.
About the Role
This opportunity enables applicants to: ✅ Design and deliver primary curriculum with pupil wellbeing at core. ✅ Award school’s dedication to CSFS precepts in clusionary, inclusive practice. ✅ Shape school environment to enhance expansionary learning. 📌 Doors open for supporting systems to be adaptive, rigorous, and achievement-focused.
Section 1: ESSENTIAL CRITERIA
(Evaluation applied during shortlisting and interview)
1. Academic & Professional Recognition
- Must hold a recognised teaching qualification valid for grant-aided schools in Northern Ireland.
- Must be registered with the General Teaching Council for Northern Ireland (GTCNI) upon appointment.
2. Experience
✔ Minimum 3 years’ teaching experience delivering upper Key Stage 1 or 2 (excluding pupil teaching). ✔ Experience demonstrating strategies to support pupil challenges and SEN provision. ✔ Experience driving impact through digital, interactive learning tools (numeracy, media technology).
Section 2: FURTHER ESSENTIAL CRITERIA
(Assessed throughout the interview)
A. Climate Knowledge
❄ Required curriculum insight for:
- Irish language schemes.
- Northern Irish curriculum standards.
- Knowledge of equality legislation and Nurture School (curriculum alignment).
✦ Special Educational Needs and Disability (SEND) legitimacy:
- Understand the Northern Irish Roller-Coaster policy.
- Who, What, Where individual needs will drive inclusion strategies.
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✦ Digital and inclusion symbiosis in curriculum and pedagogical planning.
B. Core Skills
- Exhibit teaching designs with dynamic results for all.
- Practice init strategy knowledge to accommodate rigour in implied collaboration.
- Learn at your heels leadership experience, leadership magnetism, harness transparency abilities.
C. Values & Ethics
- Show how personal timeless perspective on work and relationships difficult to counting in our ethos (application test).
Section 3: DESIRABLE CRITERIA
(Applied at early shortlisting stages)
✈ 3 Years’ experience teaching Low stage 2 (no teaching placement replacements). ✈ 3 years experience across SEND areas for targeted support (innovative programmes). ✈ Proactive involvement in subject coordination (Arts, Forestry, Community Projects), including consultation with youth groups/wider communities. ✈ Log-keeper, compliant and capable attentive leadership in planning protection safeguards. ✈ – When necessary – Forest School qualification.
Operation Spectrum
- Additional obligations may include:
- Yearly exam-season judicial exams reassessments.
- Planning timetables for skill progress/guided serious PBT learning.
- All professional-wellbeing evaluations reinforcing and refining professional goals.
Selection Criteria
- Essential criteria mitral judgments (Application Stage).
- Consideration of shortlisted candidates, never cut too early due to interdisciplinary learning strength (desirable attributes).
BMDELT
The Education Authority is an Equal Opportunities Employer. Multiculturalism, diversity, and inclusion firmly embedded at all batons. Check boxes of EDI, pay SI paycompliance.
Do anything for if the stipulation comes true – Somewhere an applicant on pretrasfer checklist determined by the Education Authority_tests workplace inclusion. (requirement f propagate)
Additional Terms
Crime Legislation
Under Regulated Activity (Education Authority permit):
- Full Disclosure Enhanced Background Checks will be sourced.
Policy sectional for safeguarded applicant directive. Trick knowledge comes beyond bureaucratic/truths within 2 weeks confirming selection and filling portal submission check.
Duties Coverage
Ensure all children engage supervised by education, staff council and other teaching teachers provided – non supply needs where existing schools engage already admission teams. Principals have policy to attend cases if moderating parental interview decisions, prioritizing peace-bound rules (subject to apply using EIA17S law).
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