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 on 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/ Experience Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland and/or ROI OR Be a qualified Youth Worker in accordance with the JNC Report for Youth Workers, Paragraph 5. Shortlisting by Application Form Skills/ Abilities Have a minimum of five years’ experience of leading partnership working across schools, youth setting or other educational organisations. Have a minimum of three years’ demonstrable experience of leading or contributing to at least three of the following areas 1. School Improvement 2. Professional Learning 3. Development of professional networks 4. The identification and dissemination of good practice 5. Collaboration and/or consultation with a range of stakeholders. Applicants should clearly demonstrate that they have three years’ experience in each of the three (or more) individual areas selected from the list above rather than combining several areas within a response. Have demonstrable experience of making a strategic contribution to measurable improvements in performance. Have demonstrable experience of successfully leading teams or working groups to achieve targets or objectives. Have demonstrable experience of using digital technology to improve outcomes for children and young people. Shortlisting by Application Form Other Be willing to work outside normal office hours, as required, in order to meet the requirements of the post. The successful candidate will be required: to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion; OR be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion. Shortlisting by Application Form S ection 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 Demonstrable knowledge of: Current and anticipated challenges facing the wider education sector in Northern Ireland & Republic of Ireland. Specific challenges relating to the teaching of Sensitive & Controversial Issues, peace building & reconciliation. PEACEPLUS Programme objectives and lessons learned from previous cross-border/cross-community projects. Strategies, policies and procedures relevant to the working on a cross-border cross-sectoral project. Planning, implementing and evaluating high-quality professional learning programmes for educators. Interview Skills/ Abilities In line with EA’s Game Changing People Model we will look for evidence of\: Ability to build effective working relationships, lead and co-ordinate teams and work collaboratively with colleagues and a wide range of stakeholders. Ability to work autonomously with drive, determination and resilience, make sound decisions, negotiate and influence at a range of levels. Ability to analyse and interpret complex information and policy including formulating reports and presenting the information clearly, confidently and unambiguously to a range of audiences. Ability to manage time and workloads effectively, creatively and efficiently, working under pressure and to strict deadlines, when required. Ability to present and communicate effectively to a range of audiences, clearly demonstrating integrity, initiative, discernment and excellent interpersonal skills. Interview Values Orientation Evidence of how your experience and approach to work reflect EA’s ethos and values. You will find information about our Values here. Interview Our Values Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery. These reflect our aim which is to meet the needs of all our children and young people equally, removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential. 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. JOB DESCRIPTION RESPONSIBLE FOR\: The PEACEPLUS Development Officer will be responsible for leading the provision of high-quality strategic support and challenge to schools/partnerships across all sectors working in collaboration with locality school improvement teams, professional learning teams, EdIS & other EA Regional Services, in order to improve the quality of educational provision and outcomes for children and young people. This support will be specifically related to Project Objectives that align with the Statutory duty pertaining to Shared Education. It will also involve liaison with project partners, sectoral bodies and educational organisations within the programme area. Job Purpose The School Development Service (SDS) provides high quality strategic support and challenge to school principals, Boards of Governors and school staff in order to ensure that standards are raised and education outcomes for children and young people are improved. The SDS seeks to develop a network of self-evaluating, sustainable, high performing schools, with effective leadership and teaching, in which pupils are empowered and enabled to achieve their full potential. The PEACEPLUS Project Team will support the delivery of relevant statutory duties pertaining to Shared Education and Community Relations Equality & Diversity (CRED) as part of the wider SDS school improvement function. The PEACEPLUS Development Officer will work alongside SDS Team Officers to ensure the specific and relevant support is provided to schools/partnerships within the programme area. PEACEPLUS Development Officers will work closely with other officers across the Education Directorate to ensure that relevant duties are effectively implemented, and that support is consistent and effective across the EA. The PEACEPLUS Development Officer will support in the promotion and delivery of Shared Education. This will include working with Mainstreaming Shared Education Team and supporting the delivery of the Authority's duty concerning Shared Education. The officer will also support the Authority's implementation of DE Community Relations, Equality and Diversity (CRED) policy, including its dissemination and practice in schools/partenrships. The PEACEPLUS Development Officer will assist in implementing the collaborative approaches being developed with partner organisations including DE, CnaG, NICIE, the GBA, CSSC and CCMS. All PEACEPLUS Development Officers will work closely with other officers across the Education Directorate and other Directorates, to ensure that shared education is integral to the provision of regional services and contributes to improved outcomes for all children and young people. PEACEPLUS Development Officer Responsibilities: The PEACEPLUS Development Officer has the following responsibilities: Provide challenge and support to schools/partnerships within the PEACEPLUS Project, in order to raise standards and enable the EA to meet PEACEPLUS Project Objectives & Outcomes Work alongside other School Improvement Professionals in schools, ensuring the provision of support and challenge in relation to: Leadership and management Self-evaluation School development planning & target setting Academic performance Learning and teaching Ethos, Culture & Identity Undertake a leadership role in identified aspects of school improvement within the PEACEPLUS Project Undertake analysis of school/partnership performance and management data and contribute to development of school profiles and record systems, in relation to schools within the Project. Contribute to the process for the identification of schools/partnerships where there is potential or actual cause for concern. Undertake the role of “Designated Officer” for partnerships within the relevant sectors and/or undertake this role, as required. Support clusters and networks of schools and practitioners to develop collaborative working which will contribute to school improvement. Identify and disseminate good practice and facilitate access to networks and examples of good practice. Monitor and evaluate how Partnerships are working towards EA SDS priorities. Identify under-achieving groups of pupils, by monitoring the quality of shared education to ensure that all pupils have an equal opportunity to learn and achieve. Represent the PEACEPLUS Project at meetings if and when required Attend meetings relating to the inspection process in schools/partnerships within the Project. Lead and contribute to project teams and working groups established to support EA & DE priorities, as required. Maintain personal knowledge of the curriculum, of teacher professional learning, and of strategies for monitoring, evaluation, and the development of high-quality educational provision. Undertake a Lead Specialist role, as required, overseeing the development of EA policy, procedure and provision within the identified area of specialism. Contribute to responses to Assembly Questions, FOI requests, correspondence and complaints in relation to schools within the sectors. Contribute to the preparation of Programme Board, EA Board and Committee papers as required. Undertake such training as may be required for his/her own personal and professional development. Other duties and responsibilities applicable to the role of PEACEPLUS Development Officer: Challenge performance and work to agreed protocols. Act as an enabler by providing professional support to drive delivery. Enable knowledge transfer through reference to up-to-date knowledge and access to local and national exemplars. Be insightful in analysing all aspects of a school’s performance; including examination data, and inspection and/or review evidence. Critically evaluate the quality of leadership, including governance; learning and teaching; and pastoral provision. Challenge underperformance and assist with improvement Have an up-to-date knowledge of relevant educational legislation and guidance, and keep abreast of developments in educational research and effective practice. Lead and advise on governance roles, responsibilities and relationships; including school/partnership performance, and financial accountability. Promote good corporate governance behaviour and adherence to the Nolan Principles of conduct This job description is intended to provide a broad outline of the responsibilities and is not intended to be exhaustive. Other reasonable duties may be assigned by the PEACEPLUS Project Manager in consultation with the post-holder. In accordance with Section 75 of the Northern Ireland Act (1998), the PEACEPLUS Development Officer is expected to promote good relations and equality of opportunity, and to pay due regard to equality legislation at all times. To view the summary of terms and conditions for this post, click here .