Teacher - SENCO

JOB DESCRIPTION

JOB TITLE: Teacher – Primary

REPORTS TO: Principal

Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) 1987

Schedule 3

Regulation 5

1) Exercise of general professional duties
1.1 A teacher who is not a principal shall carry out the professional duties of a teacher as circumstances may require.

2) Exercise of particular duties
2.1 A teacher employed as a teacher (other than a principal) in a school shall perform, in accordance with any directions which may reasonably be given to him/her by the principal, such particular duties as may reasonably be assigned to him/her.

• Planning and preparing courses and lessons.
• Teaching according to pupils’ educational needs, including setting and marking work.
• Assessing, recording and reporting on pupils’ development, progress and attainment.
• Promoting general progress and well-being of pupils.
• Providing advice and guidance on educational and social matters.
• Communicating and consulting with parents.
• Communicating and co-operating with external bodies approved by the Board of Governors.
• Participating in meetings arranged for any of the purposes described above.
• Providing or contributing to oral and written assessments, reports and references for pupils.
• Participating in staff development and performance review schemes.
• Maintaining good order and discipline among pupils in accordance with policies.
• Participating in meetings related to curriculum and pastoral arrangements.
• Participating in arrangements for preparing pupils for public examinations.
• Contributing to the selection for appointment and professional development of other teachers.
• Co-ordinating or managing the work of other teachers.
• Managing administrative tasks related to the curriculum and pastoral functions.

DUTIES AND RESPONSIBILITIES

The post will involve teaching learning support groups, with a significant non‑teaching timetable to facilitate the other duties of the SENCO role. It includes membership of the Senior Leadership Team and carries a significant leadership role.

The Special Educational Needs Co‑ordinator (SENCO) seeks to develop effective ways of overcoming barriers to learning in order to sustain effective teaching through analysis and assessment of children’s needs, by monitoring the quality of teaching and standards of pupils’ achievements and by setting targets for improvement.

• Leadership
  
  • Effectively lead a team of staff responsible for supporting and improving the quality of teaching and learning for children with SEN.
  
  • Lead the implementation of the Special Education Needs and Disability Act (NI) 2016 and organise relevant staff training.
  
  • Ensure all members of staff are aware of their statutory responsibility in regard to children with SEN. Offer support and advice, overcome barriers to learning and set targets for improvement.
  
  • Ensure effective systems for identifying and meeting the needs of children with SEN are in place, monitored, evaluated and reviewed.
  
  • Advise teachers and learning support assistants in techniques and materials to implement individual education plans and manage the targets set in them. Provide or arrange training in aspects of their role and mentor them on a regular basis.
  
  • Contribute to strategic planning for SEN, drawing up SEN action plans and ensuring SEN is an integral part of the School Development Plan. Co‑ordinate work around meeting the needs of Gifted and Talented children.
  
  • Take a strategic lead for school development as a member of the Senior Leadership Team.
• Teaching and Managing Children’s Learning
  
  • Identify and disseminate the most effective ways of teaching children with SEN, ensuring teachers understand that planning should promote participation and learning of all children.
  
  • Work with children to set realistic expectations for both behaviour and attainment.
  
  • Support staff in understanding the learning needs of children with SEN and the importance of rewarding success.
  
  • Oversee children’s welfare and deal with incidents related to behaviour and well‑being.
  
  • Focus on the specific wider learning…