26006376)
: Antrim-Belfast-Belfast Office
:Down-Dundonald-Dundonald Office, Armagh-Armagh-Armagh Office, Antrim-Ballymena-Ballee Centre, Tyrone-Omagh-Omagh Office
Contract Type : Permanent
Duration of Contract/Contract End Date : N/A
Status : Full-Time
Hours per Week : 36 hours per week
Working Pattern : Monday - Friday A range of flexible or part time working arrangements may be considered.
Grade/Scale : Teacher | Main Pay Scale, M2 - UPS 3 | £32,916 - £50,876 per annum
Allowance(s) : Above Scale Allowance
Additional Allowance(s) : Not Applicable
Anticipated Interview Date(s) : TBC
Additional Information: A base location will be determined on appointment. As the role carries regional responsibility, travel across Northern Ireland will be required to attend meetings and fulfil the full range of duties and responsibilities. Suitable applicants who are not appointed to an immediate vacancy will be placed on a reserve list which will remain valid for one year and may be offered similar appointments across all localities at the discretion of the EA during that period.
JOB DESCRIPTION
RESPONSIBLE TO: Head of Service Specialist Setting Support Team through designated line manager
JOB PURPOSE
The Advisory Teacher will work as part of a regional, multi-service and transdisciplinary team within the Education Authority to support the delivery of the Specialist Setting Support Team. The Advisory Teacher will work alongside staff in Specialist provisions in mainstreams schools providing advisory support and training. In addition the Advisory Teacher will provide direct support to children enrolled in Specialist provisions and in the home environment. The focus of this aspect of the work will be the delivery of targeted programmes for identified children who require more intensive support including direct support to staff/parents and carers. An integral part of this role will be the development of effective working partnerships with staff/parents and other relevant professionals.
In promoting an effective and efficient service, all team members will be committed to the development of their knowledge and skills in supporting children with complex Special Educational Needs.
MAIN DUTIES AND RESPONSIBILITIES
1. Contribute to the development and co-ordination of the SPECIALIST SETTING SUPPORT TEAM (SSST)
Within the guidance of Assistant Advisory Officers
- contribute to the development and delivery of an In-Service training programme for educational professionals to promote the capacity building of staff in Specialist settings;
- Liaise with staff in EA services and other agencies regarding delivery of training in order to maximise the quality and consistency of training offered to professionals supporting children with special educational needs;
- Promote and develop effective partnerships with parents to support their children’s learning, achievement and development by contributing to the development of training/ information sessions for parents;
- Contribute to the establishment of regional cluster groups and provide a key role in supporting individual groups;
- Contribute to the development and delivery of the SSST action plan;
- Supervise and support SSST Intervention Officers and Support Assistants in delivering their role;
- Contribute to the development of an excellent support service within which all staff acknowledge that they are accountable for the success of the service;
- Contribute to the quality monitoring and evaluation of aspects of the SSST in promoting positive outcomes for service users
Training, advice and support for service users
Children
- Collaborate with staff in Specialist settings and with parents to provide assessment, intervention and progress monitoring for staff and children in specialist settings Provide and facilitate the delivery of a range of interventions that are deemed to be appropriate to meet the needs of the individual child;
- Maintain a key role in relation to some children who require more specific support to include the development and implementation of an individualised home or setting based support programme;
- Support the transition of children with SEN ;
- Maintain reports of involvement, assessment and progress for each specialist setting and child receiving advice and support.
Families
- Liaise with parents to encourage their involvement and to offer advice and support as to how they might assist their child at home;
- Facilitate parent support groups and training;
- Encourage and demonstrate liaison between home and Specialist settings to maximise consistency in relation to effective strategies that are being implemented to meet the needs of an individual child.
Educational Professionals
- Provide a ‘link’ role to selected Specialist settings establishing a key relationship on behalf of the and facilitating an efficient and effective use of the service resource;
- Provide training for Specialist setting professionals in developing knowledge and skills in supporting children with SEN;
- Provide advice to staff in Specialist settings (including leaders and practitioners) regarding the educational implications of the children’s SEN and the use of appropriate support strategies and resources including assistive technology, where appropriate;
- Assist staff in drawing up Action plans for settings and (Individual) Education Plans for children with SEN;
- Work closely with staff to develop practical strategies and interventions which could be promoted with a child and parent as the primary educator based on a model of capacity building;
- Encourage a co-ordinated approach in addressing the special educational needs of a child with complex needs;
- Advise on reasonable and appropriate adjustments that could be made to promote the effective inclusion of children with SEN in accordance with the Special Educational Needs and Disability Order (2005);
- Identify models of good practice so that these can be shared with other settings.
2. Collaboration and Inter-agency work
- Provide, as required, written Educational Advice in respect of pupils with SEN under the terms of the Education and Libraries (NI) Order 1986;
- Contribute to Annual Reviews of Statements of Special Educational Needs, as required;
- Liaise, as appropriate, with members of other services and agencies including the Educational Psychology Service, and other statutory and voluntary agencies;
- Contribute to multi-disciplinary meetings, as appropriate, regarding the special educational needs of individual children;
- Promote and practice a co-ordinated approach in the assessment and identification of the special educational needs of pupils.
3. Record keeping, reporting and Information Technology
- Provide information, advice and reports to the Children and Young People’s Services Department to enable the EA to meet its responsibilities in the provision of a high quality service which (a) provides effective teaching and learning, (b) indicates improved standards of achievement, and (c) demonstrates efficiency and value for money;
- Prepare reports on support provided to settings and on the progress of individual children;
- Use a range of Management Information Systems and software packages to support record keeping and record management, training and resource development (for example Microsoft TEAMS, Microsoft Word, Microsoft Excel, Microsoft PowerPoint, Boardmaker ©);
- Supervise record keeping and reporting of SSST Intervention Officers and provide advice and guidance in line with service protocols;
- Participate in record audits as managed by Assistant Advisory Officers.
4. Continuing Professional Development
- Keep informed of current approaches, strategies and resources relevant to supporting children with special educational needs so that appropriate interventions can be applied in the learning environment;
- Participate in and contribute to the service staff development programme
o Engage in professional development activities in line with a transdisciplinary model of team development and in relation to personal targets and goals.
o Support the professional development of other team members in line with a transdisciplinary model of team development.
5. Other Duties
- Comply with Education Authority policies and procedures in relation to the duties and responsibilities of the post.
- Maintain at all times confidentiality of information received.
- Undertake any other related duties as required by the Education Authority.
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.
PERSON SPECIFICATION
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
Be a qualified teacher as recognised by the Department of Education to teach in grant-aided schools.
Be registered with GTCNI.
Shortlisting by Application Form
Experience
Have a minimum of three years' experience directly teaching or providing Advisory support to children/young people with complex special educational needs in special schools and specialist provisions in mainstream schools.
Have experience of implementing specific evidence based intervention programmes for children with complex Special Educational Needs.
Have experience of supervising and managing staff in supporting children with Special educational Needs .
Have experience of working collaboratively with a range of professionals to support children with Special Educational Needs.
Shortlisting by Application Form
Other
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
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
Qualifications/
Experience
Demonstrable knowledge of appropriate teaching strategies, approaches and interevntions to meet the learning needs of children with Complex Special Educational Needs.
Demonstrable experience of coaching or mentoring others in appropriate methodologies for children with Complex Special Educational Needs.
Skills/
Abilities
In line with EA’s Game Changing People Model we will look for evidence of:
the ability to lead, supervise and motivate others.
the ability to work effectively as a member of a team with a pro-active and flexible approach.
ability to manage a complex workload and make priorities to meet deadlines particularly when addressing challenging situations and change.
Ability to build trust and strong working relationships with stakeholders and colleagues from other areas/agencies.
Values Orientation
Evidence of how your experience and approach to work reflect EA’s ethos and values.
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 an additional relevant qualification (e.g Masters in Education) in the area of Special Educational Needs or have completed accredited training on a minimum of two of the following or other relevant course:
TEACCH
PECS
Attention Autism
PEP-3
SCERTS
Interactive Play
Intensive Interaction
Zones of Regulation
Solihull
Makaton
Team teach
Manual handling
Boxall
Tac Pac
Elklan
Shortlisting by Application Form
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.
