Learning Mentor (Unqualified Teacher), Curriculum Plus, Secondary Inclusion

Transcription

1 SAP E-Recruiting External Publication of Job Posting Job Posting Title Learning Mentor (Unqualified Teacher), Curriculum Plus, Secondary Inclusion End Date Reference Code EXT-LMLMDC Additional Information Unqualified Teacher: 26, Department La Mare de Carteret High School, Guernsey Federation of Secondary Schools, Education Department Contact: Vicky Godley, Headteacher, tel We strongly advise that applicants speak to the contact named above before applying for this post. This post is open to internal and external candidates. Internal candidates are required to inform their Line Manager before applying for any States of Guernsey position. Internal references will be taken up. External candidates can apply via where you can also register to receive information about future vacancies. Internal candidates should apply via ESS in SAP. You can also access this at home through the internet at: The erecruitment team can be contacted at or tel: Please note: Any paper applications received will not be acknowledged until after the closing date. Project La Mare de Carteret High School is seeking to appoint with effect from 1st September or as soon as possible, an enthusiastic, dynamic and well-qualified graduate with the vision and energy to deliver high standards of teaching and learning in the Inclusion area, and to make a full contribution to the ethos, identity and life of the School and to the Guernsey Federation of Secondary

2 Schools. The three island High Schools, the Guernsey Grammar School & Sixth Form Centre (11-18), and St Anne s School in Alderney are embarking on a federated model of partnership working led by the Director of Education. The drivers in secondary phase education for this visionary change are: Quality of educational experience and outcomes Equality of opportunity and access Efficient and effective use of resources The person appointed will be employed by the States of Guernsey and will be based at La Mare de Carteret High School and will be required to maximise opportunities for collaborative working, teaching and learning across key stages and shared professional development across schools. There is an expectation that they will engage in cross-school initiatives which may require working on more than one site to meet the needs of the Education Service. The post holder will be required to teach throughout the Key Stages. We are looking for someone who has significant experience and knowledge in the specialist area of supporting young people with behaviour and social difficulties. You will be passionate about raising young people s individual achievements and a desire to meet the needs of every learner. You will need to be resilient persuasive, persistent and optimistic. You should have the ability to identify and analyse the underlying issues that may lead to underachievement and barriers to learning and participation. The purpose of the role is to promote effective participation in school life, enhance individual learning, raise aspirations and help to remove barriers which prevent young people achieving their potential. The Curriculum Plus Learning Mentor carries a caseload and offers timetabled support to individuals or groups. As well as leading the work within the Curriculum Plus area the successful candidate will have a role throughout the school. Responsible to Inclusion Manager Accountable for The delivery of high quality teaching and learning and appropriate individual learning programmes Planning, delivery and assessment of individual and group programmes to support skills for learning, positive behaviour and social and emotional development The progress and attainment of the learners for whom you have responsibility Improving and extending professional effectiveness Creating a safe environment for learners and to have concern for their welfare and wellbeing whilst under your guidance Tasks To assess underlying reasons for disengagement and compile a comprehensive profile that takes into account social, emotional and educational needs

3 To undertake and contribute to a comprehensive assessment of young people entering the school or returning to school from exclusion or part timetable provision off site (e.g. personalised works experience), and to the review of their progress and achievements To assist staff in identifying learners showing early signs of disengagement and those who would benefit from mentoring help to overcome barriers to learning To generate and circulate behaviour data arising from the ready to learn system on a daily basis to all staff and report inaccuracies to the Inclusion Manager To respond appropriately to the needs of learners who have experienced trauma To support young people to manage transitions in their lives To support the successful transfer of between educational establishments and at key stages in their learning To develop, agree and implement time-limited and data driven action plans for learners based on a comprehensive assessment of strengths and needs To contribute to processes and procedures for improving attendance To enable parents to develop ways of handling relationships and behaviour that contribute to everyday life with children To contribute to the safeguarding and protection from abuse in accordance with school child protection policy and Interagency Guidance and, as directed, provide clear evidence and reports to inform child protection cases To develop and maintain appropriate contact with the families and carers of who have identified needs and to keep them informed about the learner s needs and progress, and to secure positive family support for the learner, where needed Aims and Purpose of the Job To facilitate a high quality learning experience which provides young people with the opportunity to achieve their full potential To provide a service and expert advice throughout the school that significantly develops existing provision in order to support learning, participation and encourage social inclusion To have high expectations of all young people and seek to remove barriers to learning To coordinate a team of learning support assistants under the guidance of Inclusion Manager To promote inclusion, equality, participation and the right to take part in decisions that affect their lives To deliver a differentiated and personalised curriculum that engages young people and enables them to make the best possible progress To negotiate, establish and maintain effective working partnerships with staff, and working alongside other agencies, provide advice on issues related to behaviour, social and emotional barriers to learning To contribute to the self-evaluation of the school and play an effective role in school improvement To actively take part in school initiatives to the benefit of learners, schools and the wider community To negotiate, establish and maintain effective working partnerships with other agencies and individuals in order to address needs and help remove barriers to learning To undertake appropriate professional duties which may be required within the

4 scope of the post Teaching & Learning Under the guidance of Inclusion Manager: To devise, plan, prepare and work with individual and group mentoring/intervention programmes that motivate, challenge and empower learning to support young people make positive changes To be responsible for leading the development, implementation, monitoring and evaluation of individual action/behaviour plans and mentoring programmes for learners To be responsible for the observation, monitoring, recording and reporting of any significant developments to the Teacher/Inclusion Manager To develop additional and alternative interventions and activities that meet the Bailiwick of Guernsey Curriculum outcomes To set high expectations for learners behaviour and establish a clear framework that creates an effective learning environment in accordance with the school s behaviour policy To monitor and assess the achievement of learners and to record and report their development, progress and attainment in accordance with the school and Federation s assessment policies To promote high standards of numeracy, literacy and oracy in the teaching and learning experience of young people To make effective use of current technology to enhance teaching and learning and for the purposes of management To plan for the effective deployment of Learning Support Assistants or other associate support staff to enhance young people s learning To implement the SEN Code of Practice and attend INSET days and staff meetings where appropriate To seek to provide all young people with high levels of confidence and competence and a lasting interest in their learning Professional Learning and Development To participate in the performance management process To manage the competence of Learning Support Assistants in the Inclusion area To plan, deliver, and support training for Learning Support Assistants in the Inclusion area To be a reflective practitioner, evaluating and improving own practice in order to take teaching and learning forward To contribute to the development of the Federation by sharing professional learning, expertise and skills with others, and participating in collaborative learning opportunities To be well informed of relevant legislation, local and national developments and participate in cross-phase working throughout the Bailiwick To take full advantage of any relevant training and development available and undertake any necessary professional development as identified in the school Development Plan and the performance management process To take responsibility for personal professional development, keeping up-to-date with research and developments in pedagogic theories and changes in curriculum to inform and extend professional practice to secure improvements in teaching and

5 learning Health, Safety and Welfare To comply with procedures on all matters concerning child protection, health, safety and welfare, confidentiality and data protection in accordance with the Education Department s policies and procedures, and to report all concerns to an appropriate person To take responsibility for personal health, safety and welfare and that of others who may be affected by your actions or inactions To commit to uphold the Education Department s environmental policies and aspirations for sustainable learning provision Requirements Please ensure that careful consideration is given to the following requirements before submitting your application. Key Criteria Essential 1. A suitable degree or equivalent relevant qualification 2. Significant evidence of skills, knowledge and expertise in working with children and young people who have presented with social, emotional and behavioural difficulties (e.g. in child care, social work, social care, teaching or youth work) and/or a significant level of relevant experience with this specific age group 3. Evidence of good literacy and numeracy skills with an ability to make effective use of ICT to enhance teaching and learning 4. The ability to listen with understanding and to be able to relate to with social, emotional and behavioural difficulties in such a manner that will enhance their self-esteem 5. The ability to work as part of a team in school and more widely in the Federation 6. Proven ability to develop action plans and set SMART targets for young people that impact on their progress in school i.e. attendance, progress to academic targets, reduction in behaviour points. 7. Proven ability to have flexibility to respond and adapt as situations change and develop 8. The ability to communicate with confidence to a wide range of people and develop positive, cooperative and effective working relationships with pupils, parents and professional colleagues 9. The ability to demonstrate an understanding of the need for confidentiality and

6 to work with discretion with learners and their family Desirable 10. HLTA / Learning mentor recognised qualification 11. Experience in reporting to parents and other staff on learners needs and intervention 12. Experience in delivering intervention to young people and measuring impact 13. Current driving license and own transport Please Note: Confirmation of employment in this role is also dependent upon the following additional requirements:- A Satisfactory Enhanced Disclosure and Barring Service Check (DBS) with Barred List Check, convictions likely to be considered relevant to this post include crimes involving theft, violence, dishonesty and fraud. Satisfactory References, which must include one from the candidate s current or most recent employer Occupational Health Clearance Confirmation of required qualifications / registrations Possession of a valid Right to Work document Should the successful applicant not meet all the essential key criteria then recruitment may be considered at LSA Level 2 as long as there was a commitment to taking on any necessary training to progress in Level 3 (Learning Mentor) pay scale Employment Fraction Full-time