JOB DESCRIPTION: Higher Level Teaching Assistant English as an Additional Language (EAL)

Transcription

1 JOB DESCRIPTION: Higher Level Teaching Assistant English as an Additional Language (EAL) Grade: Responsible to: Responsible for: Hours of work: ME6 ( 18,915-20,877 FTE) The Head of Department - English and Literacy Coordinator Supporting students with EAL needs within English This post is full-time 35 hours per week / 39 weeks per year, or could be part of a job share. Shift pattern of either 7.30 am 3.20 pm or 8.30am to 4.20 pm PURPOSE OF THE JOB To complement the professional work of teachers by taking responsibility for agreed learning activities under an agreed system of supervision. This may involve planning, preparing and delivering learning activities for individuals/groups or short term for whole classes and monitoring students and assessing, recording and reporting on students achievement, progress and development. Responsible for the management and development of a specialist area within the school and/or management of other teaching assistants including allocation and monitoring of work, appraisal and training Under an agreed system of supervision: take a lead role within the school to address the needs of EAL students who need particular help to overcome barriers to learning To provide support for EAL students, the teacher and the school in order to raise standards of achievement for EAL students, by utilising advanced levels of knowledge and skills when assisting with planning, monitoring, assessing and managing classes, and to encourage students to become independent learners, to provide support for their welfare, and to support the inclusion of students in all aspects of school life MAIN DUTIES Support for Students Assess the needs of EAL students and use detailed knowledge and specialist skills to support students learning Establish productive working relationships with students, acting as a role model and setting high expectations Develop and implement IEPs Promote the inclusion and acceptance of all students within the classroom Support EAL students consistently whilst recognising and responding to their individual needs Encourage students to interact and work co-operatively with others and engage all students in activities Promote independence and employ strategies to recognise and reward achievement of self-reliance Provide feedback to students in relation to progress, achievement, behaviour, attendance etc

2 Support for Teachers 1. Within an agreed system of supervision and within a pre-determined lesson framework, teach small groups or whole groups. 2. Provide detailed verbal and written feedback on lesson content, student responses to learning activities and student behaviour, to teachers and students. 3. Motivate and progress students learning by using clearly structured, interesting teaching and learning activities. 4. Organise and manage appropriate learning environment and resources 5. Within an agreed system of supervision, plan challenging teaching and learning objectives to evaluate and adjust lessons/work plans as appropriate. 6. Monitor and evaluate student responses to learning activities through a range of assessment and monitoring strategies against pre-determined learning objectives. 7. Provide objective and accurate feedback and reports as required on student achievement, progress and other matters, ensuring the availability of appropriate evidence. 8. Record progress and achievement in lessons/activities systematically and providing evidence of range and level of progress and attainment. 9. Work within an established discipline policy to anticipate and manage behaviour constructively, promoting self-control and independence. 10. Supporting the role of parents in EAL students learning and contribute to/lead meetings with parents to provide constructive feedback on student progress/achievement etc. 11. Administer and assess/mark tests and invigilate exams/tests. 12. Production of lesson plans, worksheet, plans etc. Support for the Curriculum 1. Deliver learning activities to students within agreed system of supervision, adjusting activities according to student responses/needs. 2. Deliver local and national learning strategies e.g. literacy, numeracy, KS3, early years and make effective use of opportunities provided by other learning activities to support the development of students skills. 3. Use ICT effectively to support learning activities and develop students competence and independence in its use. 4. Select and prepare resources necessary to lead learning activities, taking account of students interests and language and cultural backgrounds. 5. Advise on appropriate deployment and use of specialist aid/resources/equipment. 6. Implement agreed learning activities/teaching programmes, adjusting activities according to student responses/needs. 7. Actively seek information regarding, and utilise, the range of activities, courses, organisations and individuals to provide support for students to broaden and enrich their learning. 8. Determine the need for, prepare and use specialist equipment, plans and resources to support students 9. To be a Form Tutor to an assigned group of students if and when required. 10. To promote the general progress and well-being of individual students and the Tutor Group as a whole. 11. To liaise with the relevant pastoral leaders to ensure the implementation of the Student Support system. 12. To register students, accompany them to assemblies, encourage their full attendance at all lessons and their participation in other aspects of school life. 13. To undertake other duties appropriate to the post that may reasonably be required from time to time including breakfast, lunchtime and after school enrichment and support sessions.

3 Support for the School 1. Comply with and assist with the development of policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person. 2. Be aware of and support difference and ensure all EAL students have equal access to opportunities to learn and develop. 3. Contribute to the overall ethos/work/aims of the school. 4. Establish constructive relationships and communicate with other agencies/professionals, in liaison with the teacher, to support achievement and progress of students. 5. Attend and participate in regular meetings. 6. Participate in training and other learning activities as required. 7. Recognise own strengths and areas of expertise and use these to advise and support others. 8. Be responsible for the provision of out of school learning activities within guidelines established by the school. 9. Manage other learning support assistants and undertake recruitment, induction, appraisal, training and mentoring for other learning support assistants. 10. Assist teachers in offering mentoring support and guidance to other learning support assistants undertaking formal training. 11. Offer mentoring support and guidance for older students undertaking work experience activities within secondary schools. 12. Support and guide other less experienced learning support assistants work in the classroom when required and lead training for other learning support assistants. 13. Contribute to the overall ethos, work and aims of the school by attending relevant meetings and contributing to the development of policies and procedures within the school. Also participate in staff meetings and training days/events as requested. Personal Responsibilities: 1. To follow school procedures regarding signing in and out, as well as any other procedures relating to attendance. 2. Playing a full part in the life of the school community, supporting its distinctive ethos and encouraging staff and students to follow this example. 3. Supporting the school in meeting its legal requirements for worship. 4. Actively promoting school policies and procedures. 5. Responsibility for own continued professional development. 6. Compliance with the school s Health & Safety policy undertaking risk assessments as appropriate. 7. To be courteous to colleagues, visitors and telephone callers and provide a welcoming environment. 8. Attending meetings scheduled in the school calendar punctually. 9. Adhering to the School s Safeguarding Policy. Notes: The above responsibilities are subject to the general duties and responsibilities contained in the statement of Conditions of Employment This job description allocates duties and responsibilities but does not direct the particular amount of time to be spent on carrying them out and no part of it may be so construed This job description is not necessarily a comprehensive definition of the post. It will be reviewed at least once a year and it may be subject to modification or amendment at any time after consultation with the holder of the post The duties may be varied to meet the changing demands of the school at the reasonable discretion of the Headteacher This job description forms part of the contract of employment. It describes the way the post holder is expected and required to perform and complete the particular duties as set out in the foregoing

4 PERSON SPECIFICATION: Subject Based HLTA Experience Experience working with children of relevant age Experience of working with students with additional needs Qualifications/Training Provide evidence of fulfilling the Higher Level Teaching Assistant standards and or ability and potential to fulfil them within the first 6 months of the role. staff/b /hlta Relevant qualifications that help demonstrate evidence towards the above Excellent numeracy/literacy skills equivalent to at least NVQ Level 2 in English and Maths Hold relevant qualifications at A level or equivalent to at least NQF Level 3 Evidence of specialism in specific curriculum areas or areas of particular learning difficulty Qualifications relevant to subject area they will be based in Meet Higher Level Teaching Assistant standards or equivalent qualification or experience Training in relevant learning strategies e.g. literacy Specialist skills/training in curriculum or learning area e.g. bi-lingual, sign language, ICT Qualifications and experience relevant to the subject area they will be based in Knowledge/Skills Full working knowledge of relevant polices/codes of practice/legislation Working knowledge of national curriculum and other relevant learning programmes Understanding of principles of child development and learning processes and in particular, barriers to learning Ability to plan effective actions for students at risk of underachieving Understand range of support services/providers Ability to self-evaluate learning needs and actively seek learning opportunities Ability to relate well to children and adults Work constructively as part of a team, understanding classroom roles and responsibilities and your own position within these Shows a personal commitment to safeguarding and promoting the welfare and rights of young people Appreciates the significance of safeguarding and interprets this for all individual children and young people whatever their circumstances Can demonstrate an ability to contribute towards a safe environment Excellent interpersonal skills both in working relationship with young students and in forming effective professional relationships with a wide range of contacts including parents and families Enthusiasm, drive and a love for the job Committed to high personal standards at all times Ability to form and maintain appropriate relationships and personal boundaries with children and young people

5 This school is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. Successful applicants will be subject to enhanced DBS checks, qualifications and experience checks and satisfactory references. We are not looking for the impossible! If you think you have at least some of these desirable attributes, we would very much like to hear from you.