JOB DESCRIPTION

JOB TITLE:

 Teacher of Deaf Children and Young People

REPORTS TO:

Head of Sensory Service

Children and Young People’s Services

One post will be Dundonald – covering South Eastern area.
One post will be Armagh – covering Southern area.

JOB PURPOSE

The Teacher of Deaf Children and Young People will work as part of the Sensory Service regional team delivering support to children and young people who are deaf[1], their families and education providers.

The Teacher of Deaf Children and Young People will manage a caseload of pre-school and school age children from the point of identification.  This will involve working directly with children and young people and families in homes, pre-school settings and schools and providing advice and support to teachers in schools.

The Teacher of Deaf Children and Young People will also work with other professionals in Education and Health within a multi-agency model in order to deliver an effective service and obtain the best possible outcomes for children and young people who are deaf. 

MAIN DUTIES AND RESPONSIBILITIES

1.       TEACHING, ASSESSMENT AND MONITORING:

·         Carry out detailed assessments, monitoring, specialist teaching and programme planning for deaf children and young people in schools.

·         Support families of deaf pre-school children from the point of identification and deliver effective programmes of support within the home, nursery schools and other early years settings.

·         Ensure that opportunities of early identification and inclusion are realised through effective team working and application of appropriate intervention strategies working with other professionals, the family and child or young person.       

·         Carry out functional audiological assessments of deaf pupils.

·         Interpret and communicate the educational implications of different types and levels of deafness.

·         Assess the language development of deaf children and young people and devise appropriate programmes to develop language.

·         Assess deaf children and young people and provide advice, guidance and support to enable them to make the best possible educational progress.

·         Promote the use of appropriate classroom strategies, resources and teaching materials to minimise the effect of hearing loss on the educational achievement of the child.

·         Effectively manage a range of specialist equipment to promote inclusion and independence and support other professionals, parents and young people in their use.

·         Maintain reports of involvement, assessment and progress for each child receiving support.

·         Provide reports for Statutory Operations.

2.       WORKING IN PARTNERSHIP WITH FAMILIES

·                Promote parental involvement.

·                Provide support to parents to encourage their involvement and to offer advice and support on the implications of deafness for language development and learning.

·                Promote and develop effective partnerships with parents to support children’s language development and learning.

·                Promote the Service principle of Family Centred Intervention.

3.       WORKING IN PARTNERSHIP WITH SCHOOLS

·                Contribute to a programme of professional development through INSET to schools, parents, EA officers and associated agencies with reference to deafness, including reference to language development, optimal use of hearing aids, cochlear implants and assistive listening technology in relation to learning and access to the curriculum.

·                Assist schools in the preparation and maintenance of an accessible learning environment for pupils who are deaf.

·                Work with schools to develop teaching strategies, approaches and specialist resources to support the learning of deaf pupils.

·                Assess, report and recommend access arrangements for examinations and assessments.

4.       SENSORY SERVICE DEVELOPMENT

·                     Contribute to the achievement of service targets, monitoring and evaluation of effectiveness in accordance with service development plan and protocols.

·                     Participate in service evaluation reviews and contribute to the reporting of service development outcomes.

·                     Contribute to the development of service materials and resources for deaf children and young people.

·                     Work to advance service plans and policies to maximise outcomes for deaf children and young people.

5.       COLLABORATION AND INTER-AGENCY WORK

·               Work in partnership with other agencies relevant to service role and responsibilities, particularly health and social services.

·                Liaise and work co-operatively with colleagues in other sections of the EA to ensure consistent and coherent approaches.

6.       INFORMATION TECHNOLOGY

·                Use ICT for administrative and teaching purposes.

7.       CONTINUING PROFESSIONAL DEVELOPMENT

·                Pursue professional development to maintain up-to-date skills, expertise and professional knowledge of current research on good practice in the education of deaf children and young people.

8.     OTHER DUTIES

·                Comply with EA policies and procedures in relation to the duties and responsibilities of the post.

·                Maintain at all times confidentiality of information received.

·                Any such other duties that the EA may from time to time require. 

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.

PROFESSIONAL DUTIES OF A TEACHER

TEACHERS’ (TERMS AND CONDITIONS OF EMPLOYMENT) REGULATIONS

(NORTHERN IRELAND) 1987

Schedule 3

Regulation 5

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.

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.

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.

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 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;

b)      In schools 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;

c)       In schools 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.

PERSON SPECIFICATION

NOTES TO JOB APPLICANTS

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.

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

Either hold an approved mandatory qualification for Teacher of the Deaf or be willing to train for the mandatory qualification for Teacher of the Deaf on an approved course for teaching pupils who are deaf*

*This will be funded by EA and must be successfully completed within five years of taking up post.

Shortlisting by Application Form

Experience

A minimum of three years teaching experience post teaching qualification within the last eight years

Have experience of multiagency working

Shortlisting by Application Form

Knowledge

Demonstrate a knowledge of the implications of deafness on child development, teaching and learning and social and emotional development

Demonstrate understanding of equality issues and barriers in relation to enabling access the curriculum and raising the achievement for all deaf children and young people 

Shortlisting by Application Form

Skills / Abilities

Demonstrate ability to work effectively as a member of a team with a pro-active and flexible approach

Shortlisting by Application Form

Other

Have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable you to carry out the mobility requirements of the post in an efficient and effective manner;

OR

Provide sufficient information to satisfy the employer that you have access to an appropriate alternative form of transport that will enable you to carry out the mobility requirements of the post in an efficient and effective manner

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

Section 2 - Essential Criteria

 The following are additional essential criteria which will be measured during the interview/selection stage in line with EA’s Game Changing People Model.

Factor

Essential Criteria

Method of Assessment

Knowledge

Knowledge of the role of the Teacher of Deaf Children and Young People with very young children and their families who are identified from Newborn Hearing Screening including knowledge of promoting language and communication development and delivering effective advice and support to families

Knowledge of assistive technology and the effective use of assistive technology to support inclusion

Knowledge of assessing progress in all relevant areas for deaf children and young people at all ages and stages of development

Knowledge of best practice in teaching and learning and inclusion for children and young people who are deaf.

Interview

Skills / Abilities

In line with EA’s Game Changing People Model we will look for evidence of:

ability to work within a multi-agency model which includes:

ability to lead working in close partnership with schools and settings offering advice and support whilst challenging thinking and expectations

promoting positive relationships and working in partnership with parents and carers

ability to create and maintain links with external agencies and other professionals in the EA

demonstrate a commitment to improving outcomes for CYP who are deaf, and a positive attitude and personal commitment to young people’s development and attainment.

Interview

Values Orientation

Evidence of how your experience and approach to work reflect EA’s Values.  You will find information about our Values here EA Values

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 / Experience

Hold a qualification in British Sign Language or Irish Sign Language

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