Appointment of. Specialist Teacher: Autism. Guide for Applicants

Transcription

1 Appointment of Specialist Teacher: Autism Guide for Applicants

2 INTRODUCTION Applications are invited for the appointment to the post of Specialist Teacher: Autism for Middletown Centre for Autism. Contents of the Pack Prior to completing the application form applicants should familiarise themselves with the contents of the information pack. The pack includes:- Section 1 Background Section 2 Additional Information Section 3 Job Description Section 4 Person Specification Section 5 Terms & Conditions of Appointment Section 6 Guidance on the Selection Process Section 7 Key Points to Note on Completing the Application Form and Monitoring Form Enclosures An Application Form An Equal Opportunities Monitoring Form Nomenclature Middletown Centre for Autism staff recognise that there are a number of terms preferred by different individuals and groups, including autism spectrum disorder, autistic spectrum condition, autistic spectrum difference and neuro-diversity. In this document autism is used to cover all of these terms. 2

3 1. BACKGROUND Middletown Centre for Autism, located in County Armagh, is funded by the Department of Education, Northern Ireland and the Department of Education and Skills, Republic of Ireland. The purpose of the Centre is to support the promotion of excellence in the development and coordination of education services to children and young people with autism. The Centre was established in March 2007 as a company limited by guarantee. The Board of Directors comprises of 5 Department of Education and Skills nominees and 5 Department of Education appointees. The Centre s Vision To create, maintain and develop a Centre of Excellence in Ireland for children and young people with autism. The Centre s Remit: Middletown Centre for Autism was opened in March 2007 to deliver educational services on an allisland basis for children with complex autism. The overall aim for the Centre is to support the promotion of excellence throughout Northern Ireland and Ireland in the education of children and young people with autism The Services The Centre, as a second level specialist service provider, is working in partnership with existing statutory and voluntary organisations. Since its establishment the focus has been on delivering the following services: Educational Assessment and Individual Intervention in Northern Ireland Service delivery includes: The provision of a trans-disciplinary assessment by the advice and guidance team; The development and implementation of interventions and a Learning Support Plan (LSP); Supporting the development of an autism competent school environment; Improving service delivery for children and young people with autism; Enabling parents to support their children s education in partnership with the child s school and teachers; Increasing parents knowledge of autism and how it impacts on their child; Helping parents manage their children s autism; The provision of education based home support; 3

4 The provision of advice for the parents of children and young people referred to advice and guidance service in Northern Ireland and, The provision of specialist led second level training to assist parents in the management of specific difficulties in the education of their child. Training Service delivery includes: Providing specialist autism based in-service continuous professional development; Delivering specialist parent training, the main focus of this being in the Republic of Ireland; Providing individualised training to teachers and parents in supporting the delivery of the learning support plan for children and young people referred to the advice and guidance service; The identification and development of needs led training and Developing and providing access to an autism specific research network. Accessible Research Support Service delivery includes: Supporting the introduction of new research based practice; Sharing good practice particularly on a North South context; Developing and providing access to an autism specific research network; Providing access to autism literature and peer reviewed research and The development of a research panel comprising 470 parents, professionals and others who live with or work with children and young people with autism throughout the island of Ireland The reporting structure for the organisation is outlined overleaf. 4

5 Board of Directors Chief Executive Head of of Learning Support of Support & Assessment Division Head of Research & Development Division Head of of Corporate Services Learning Support Service Training && Advisory Service Administration, t Administration Services Finance, & HR & Support Services Educational Assessment Service Research & Information Service Care Services 2. ADDITIONAL INFORMATION Secretariat Services The Advice and Guidance team provides a service to children and young people with autism who despite focused first level intervention are experiencing difficulties within their educational setting. The service will further identify and assess the strengths and needs of children and young people referred to the Centre and make recommendations for the implementation of strategies. This process will be carried out in partnership with families and existing services. Advice and Guidance Service Information The service delivery is based on a capacity building model which will provide: A detailed trans-disciplinary assessment and learning support plan Specific training for those working with the child and young person referred to the service Home support and advice for parents in relation to their child s education Support for children and young people for up to four terms according to need. The Specialist Teacher: Autism will be part of this team and will be responsible for assessment and contribution to recommendations for intervention in accordance with professional standards as well as maintaining a high level of knowledge of pedagogic techniques for children with autism. The Specialist Teacher: Autism will be expected to work with children and young people in Northern Ireland and in the Republic of Ireland and to deliver training to parents and professionals in both jurisdictions. A key role following assessment will be in enabling parents and professionals to deliver recommendations for educational goals through the child or young person s Learning Support Plan. There will be a high degree of co-working with staff from the Research and Development Division. Staff from the Training, Advice and Guidance team will provide parents with information on first level services available in their area and on any research information which may be relevant to the educational assessment outcomes for their child or young person. The learning support programmes developed for the children and young people will provide research data to assist in the promotion of the understanding of educational interventions within the Centre and the autism community. 5

6 3. JOB DESCRIPTION Job Title: Reporting to: Location: Job Purpose: Specialist Teacher: Autism The Head of Assessment and Learning Support Middletown Centre for Autism, Co Armagh As an integral member of the Trans-disciplinary Advice and Guidance team for children and young people with autism, the post holder will assist in organising, delivering and ensuring an equitable and competent service to children referred to the service. The post holder is responsible for assessment and contribution to recommendations for intervention in accordance with professional standards as well as maintaining a high level of knowledge of pedagogic techniques for children with autism. The post holder will be expected to work with children and young people in Northern Ireland and in the Republic of Ireland and to deliver training to parents and professionals in both jurisdictions. Key Areas of Responsibility Assessment and Teaching A key role following assessment will be in enabling parents and professionals to deliver recommendations for educational goals through the child or young person s Learning Support Plan. Provide specialist advice on techniques to assist the team in carrying out their assessments To deliver educational assessments to children and young people. To plan and make recommendations for individual curriculum based goals to be incorporated into a child or young person s learning support plan. Plan, in co-ordination with first level services, Learning Support Plan goals for individual children and young people in pre-school, nursery, primary, post primary, special schools and other settings as appropriate. To assist and advise staff in the Advice and Guidance Team in matters relating to teaching children and young people referred to the Centre Assist in developing an ongoing evaluation of all aspects of the educational input to the transdisciplinary assessment in consultation with the Head of Learning Support and Assessment and the trans-disciplinary team. Liaise and work co-operatively with a wide range of agencies on intervention options and academic aims relating to children and young people referred to the Advice and Guidance Service. 6

7 Liaise with and advise families of children and young people referred to the Centre and professional colleagues regarding autism specific interventions. To provide practical and academic advice to help ensure that the highest standard of assessment and education is provided for children referred with autism. To plan, carry out and review educational assessment showing a high level of problem solving and reasoning ability, management of risk and skilled judgement in recommendations for intervention. To provide training and support to parents, carers and professional staff on pedagogic approaches needed with individual children and young people. To advise on management strategies in school and act in a consultative capacity for educational, health professionals and carers. To ensure educational recommendations and interventions are evaluated and reviewed. Training To train parents and professionals in autism specific interventions within an educational context To provide training in autism specific topics and methodologies to parents throughout the island of Ireland To provide training in autism specific topics and methodologies to professionals throughout the island of Ireland Professional and Organisational Skills Work co-jointly with staff from the Advice and Guidance team and the Research and Development Service to provide pertinent information relevant to ongoing research at the Centre. Work with team members from the Advice and Guidance team within a clear framework for delivering guidance and support to colleagues in the inclusion and delivery of educational goals in a child or young person s Learning Support Plan. Promote and participate in continuing professional development with members of the Advice and Guidance team and the Research and Development team. Enhance the team s specialist knowledge of autism specific intervention strategies for children and young people with autism and promote an awareness of current best practice in pedagogic approaches to teaching children and young people with autism. To act on a consultative basis on matters relating to educational practice within the area of autism for the trans-disciplinary Advice and Guidance team and outside agencies in Republic of Ireland and Northern Ireland when required. 7

8 To ensure that the service provided is in keeping with policies and strategies relating to children s services also professional standards, procedures and objectives of quality assurance and remain consistent with best practice. To maintain accurate and up to date records consistent with organisational and professional requirements. To make available reports when required to all relevant agencies and professional colleagues. To undertake Continuous Professional Development (CPD) to further professional expertise and personal development. This includes ensuring reviews of one s own practice and performance and informing the Line Manager of training needs. To assist in ensuring the highest possible standards of education for children and young people referred to the Advice and Guidance Service. Trans-disciplinary Work Transdisciplinary working involves one team member delivering the entire learning support plan including the delivery of recommendations of other team members (with their support as required) Support the work of colleagues in incorporating educational recommendations into the delivery of Learning Support Plans for children and young people who are referred to the Advice and Guidance Service. Co-ordinate a team approach in relation to the implementation, monitoring and evaluation of programmes for children with autism in their school setting, at home and in the community. Assist in the training of staff in the integration of the educational recommendations based on the educational assessment outcomes and provide them with guidance in the execution of their duties. Promote and participate in continuing professional development with members of the Advice and Guidance team, and the Research and Development team. Enhance the team s specialist knowledge of autism specific educational intervention options and promote an awareness of current best practice in this area. Communication Assist in the interpretation and delivery of the results of the specialist assessment and resulting educational recommendations for parents and professionals. Work co-jointly with first level staff in the Republic of Ireland and Northern Ireland supporting children and young people who have autism, promoting coherence in the development and delivery of Individual Educational Plans Communicate effectively, both orally and in writing, tailoring content to the target audience. 8

9 To participate in the provision of training to staff, students and other professionals as appropriate in relation to the children and young people referred to the Advice and Guidance Service. General Principals The post holder shall, at all times, uphold and comply with the Centre s policy on the Protection of Children and Young People in an Educational Setting. The post holder shall, at all times, uphold and comply with the Centre s Equal Opportunities Policy. N.B. The list of duties is not intended to be exhaustive or exclusive. The post holder may be required to undertake various other duties as deemed necessary and commensurate with the level of responsibility of the post. The Centre reserves the right to update the job description from time to time to reflect the changing needs of the Service in consultation with the post holder. The successful candidate will be expected to maintain and develop a high level of knowledge, skills and expertise through engagement in a range of continuous professional development activities. This post will provide an opportunity for the Specialist Teacher (ASD) to develop a high level of expertise in the development of assessment, intervention and training methodologies both internal and external to the Centre. 9

10 4. PERSON SPECIFICATION Job Title: Reporting to: Eligibility criteria: Specialist Teacher: Autism The Head of Assessment and Learning Support Applicants must be able to demonstrate the following by the closing date: A relevant teaching qualification or third level equivalent qualification recognised by the General Teaching Council (NI); or the Teaching Council (RoI) Significant post-qualification experience in the assessment and teaching of children and young people with Special Educational Needs, to include working with children and young people with autism. A proven record in the attainment of high-level skills through appropriate courses of study in relation to children and young people with autism. Essential Criteria: Applicants must be able to demonstrate their competence in the following areas: Assessment and Teaching In-depth knowledge of the range of issues presenting in children and young people with autism. Proven ability in assessing and teaching children and young people with autism Proven ability of developing and delivering services in line with the strategic aims of the organisation and stakeholder requirements. Experience of assessment and delivery of Individual Educational Plans in line with recognised pedagogic standards and best practice procedures. Multi-Disciplinary Work Proven ability to build relationships with internal and external stakeholders through the understanding of stakeholder needs and working in partnership to achieve workable and practical outcomes. Training To train parents and professionals in autism specific interventions To provide training in autism specific topics and methodologies to professionals throughout the island of Ireland Communication Proven ability to communicate effectively, both orally and in writing tailoring content to the 10

11 target audience. Travel requirements of the post. The work associated with this post will require travel throughout Ireland. The successful candidate must have the use of a car. Desirable Criteria: If a large number of applications are received, it may be necessary to carry out a further short listing exercise to reduce the number of candidates to be invited for interview. In such circumstances the following desirable criteria may be assessed as part of the written short listing exercise: Post Graduate qualification in a relevant area Significant post-qualification experience of working with children and young people with autism Training in SCERTS Training in TEACCH Other autism specific educationally based training 5. TERMS AND CONDITIONS OF APPOINTMENT Salary: Continuous Service: Annual Leave: Pension: Secondments: This post is being offered at points of the NJC Salary Scale, currently 35,430-38,042 The Centre will recognise any previous service in any of the organisations included in Redundancy Payments (Continuity of Employment in Local Government, etc.) (Modification) Order (Northern Ireland) This includes any service within education. 25 days per annum, rising to 31 days after 5 years continuous service, plus public and privilege holidays (previous continuous service within education will be recognised). Middletown Centre for Autism is a member of NILGOSC pension scheme. Successful applicants are eligible to contribute to this scheme. Teachers wishing to continue contributions to the NI Teachers Superannuation Scheme may continue to do so while in employment at Middletown Centre for Autism. The Centre will consider flexible secondment arrangements for this post. 11

12 6. GUIDANCE ON THE SELECTION PROCESS An Introduction to a Competency Based Selection Process A Competency Based Selection Process is designed to help you to present relevant evidence in order that decision makers can evaluate how well you fit the requirements of a particular role. Relevant evidence is usually, but not exclusively, drawn from your work experience and the way in which you have accomplished a range of activities or projects. The information you provide will be evaluated against specific skills and competencies required for effective performance in the role. Throughout the process you need to give enough detail so that panel members can tell what you actually did and, importantly, how you did it. They will not assume that you demonstrate a skill at the right level just because of your current role, length of experience or educational qualifications. These do not give enough evidence about how you accomplished relevant tasks. For example, if a question is about your approach to decision making, you need to do more than describe your current role and list important decisions you have made. You will need to describe how you reached relevant decisions. Some guidelines for presenting yourself well are given below:- Give specific examples - most questions will ask you to describe an example of when you have demonstrated a skill: try to do this concisely but with enough detail so that the reader will be clear about what you actually did. This detail might include information about timescales, the number of people involved, budgets etc. Give a range of examples if possible, base your answers on different situations or challenges you faced rather than rely on just one experience. This helps the reader to evaluate how you tackle different challenges and not just your behaviour in a one off situation. However, one example can be used to demonstrate competence in a number of areas. Be concrete rather than theoretical a clear description of how you actually behaved in a particular situation (and why) is of much more use to the reader than a vague or general description of what you consider to be desirable attributes. Eligibility Sift After the closing date has passed all applications will initially be assessed against the following eligibility criteria, on the basis of the information provided in the application form: A relevant teaching qualification or third level equivalent qualification recognised by the General Teaching Council (NI); or the Teaching Council (RoI) Significant post-qualification experience in the assessment and teaching of children and young people with Special Educational Needs, to include working with children and young people with autism. A proven record in the attainment of high-level skills through appropriate courses of study in relation to children and young people with autism. 12

13 Essential Criteria Sift In addition, applicants are also requested to provide evidence of their ability in each of the following competencies. The onus is on candidates to provide evidence that they can demonstrate an acceptable level of ability, as outlined in the Job Description and Person Specification, in the following competencies: Assessment and Planning Application of Skills Training Application of Behaviour Management Skills Trans-Disciplinary working Communication Short listing If a large number of applications are received it may be necessary to carry out a further short listing exercise to reduce the number of candidates to be invited for interview. In such circumstances desirable criteria detailed in the Job Specifications may be assessed: Post Graduate qualification in a relevant area Significant post-qualification experience of working with children and young people with autism Training in SCERTS Training in TEACCH Other autism specific educationally based training Those applicants who appear, on the basis of the information provided in their application forms, to best meet the criteria will proceed to the next stage of the process. Interviews Shortlisted candidates will be required to attend for interview. The panel will assess the extent to which the applicants meet the criteria in the Person Specification. It is expected that interviews will take place during the fortnight commencing 15 April When the interview date has been offered, those invited should make every effort to attend on the specified time and date. Given the difficulties in arranging interview panels, flexibility may not be possible. Applicants are therefore asked to indicate if the proposed interview date might cause particular difficulties. Candidates for any of the following posts: (Classroom Assistant, Autism Intervention Specialist and Specialist Teachers who will be working with children and young people) you may be required to work directly with a child / young person or parent as part of the selection process. Guidance and support will be provided. 13

14 Appointment The appointment is available as soon as possible. It is intended that all applicants who have been interviewed will be informed of the outcome of their application in May Timetable The anticipated timetable is as follows: Advertisement: Week commencing 18 March 2013 Closing date for applications: 4.30pm on Friday 5 April 2013 Anticipated panel interview: Week Beginning 15April 2013 Anticipated appointment: As soon as possible Should you have any further queries about this post and/or the recruitment and selection process, then please contact Mr Jim Lennon, Head of Corporate Service, by ing hr@middletownautism.com or call Middletown Centre on +44(0) Key Points to Note on Completing the Application Form and Monitoring Form Section 5 Referees Applicants are required to identify two referees, one of which should be your current employer (if applicable). Referees will be approached after an offer of employment has been made. You should not seek as a referee anyone who is related to you. Section 7 Information for Short listing and Interview Purposes In completing the application form, applicants should refer to the Role Description and Person Specification and identify the extent to which they satisfy the eligibility and desirable criteria. Applicants will be assessed at shortlisting on the basis of the information provided on the application form. It is therefore essential for applicants to complete their responses as fully as possible, making use of the space provided. Please keep the answers in the competency sections limited to the boxes provided on the form. Supplementary material such as CVs will not be considered by the Selection Panel. Under each of the headings in the application form, we ask you to provide a clear and relevant example drawn from your recent experience, which illustrates how you match the competency being sought. You should structure your responses by setting a context for your examples, explain what you were trying to achieve, describe what you actually did and why, indicating your own individual contribution and outline the outcome or results. 14

15 Equal Opportunities Monitoring Form Middletown Centre for Autism is committed to equality of opportunity. All applications are considered strictly on the basis of merit. Middletown Centre for Autism welcomes applications from all suitably qualified applicants irrespective of religious belief, gender, disability, race, political opinion, age, marital status, sexual orientation, or whether or not they have dependants. Middletown Centre for Autism is required to monitor the gender, ethnic origin, community background and disability of candidates to ensure that equal opportunities measures are effective. Applicants are therefore asked to complete the Equal Opportunities Monitoring Information section of the application form. The information is purely for monitoring purposes. It is not made available to the selection panel and does not play a role in the decision-making process. The Protection of Children and Vulnerable Adults (NI) Order 2003 (POCVA) The post for which you are applying is governed by The Protection of Children and Vulnerable Adults (Northern Ireland) Order Before appointing anyone to such a post, it is imperative for the relevant check to be carried out by Access NI or the Garda Vetting Office, as appropriate. This check is to make sure those individuals who might be a risk to children and/or vulnerable adults are not appointed. The check will indicate if you have a criminal record or if your name is included on the DHSSPS Disqualification from Working with Children List or included on the DE List and/or the DHSSPS Disqualified from Working with Vulnerable Adults List. Any information received will be treated confidentially, and will be discussed with candidates before a final decision is reached. After the decision is made the information will be destroyed. Return of Application Forms Completed application and monitoring forms must be returned to:- HR Department Middletown Centre for Autism, 35 Church Street, Middletown, Co. Armagh, BT60 4HZ Alternatively application forms may be ed to hr@middletownautism.com by 4.30pm on Friday 5 April It is the responsibility of candidates to follow-up ed application forms by telephone to ensure that they have been received at the Centre. Where applications are submitted online applicants, if shortlisted, will be required to sign their application form when attending for interview. Candidates with a disability who require assistance will be facilitated upon request. Candidates who wish to receive application forms and information packs in accessible formats are requested to advise Middletown Centre of their requirements as promptly as possible allowing for the fact that the closing date for receipt remains the same for all applicants as noted above. 15