Job Details
Education Support Officer with the Professional Learning Team
The Education Support Officers (ESOs) lead and develop sustainable improvement in their strategic lead area and collaborate widely to develop their area of lead responsibility and key aspects of improvement support. Working collaboratively with practitioners in school, and with directorate and national partners, the ESO assists the raising of standards in line with national priorities, enabling the Education Directorate to satisfy Legislative, Scottish Government, Education Scotland and Care Commission criteria on performance monitoring and continuous improvement.
The Education Support Officer will:
1. work in co-operation with Education Managers, Quality Improvement Officers and others in the Directorate to raise standards in schools, teams and services;
2. provide a lead role in an area of expertise;
3. Support the delivery of Transforming Learning by delivering PL and linking it with area of expertise.
4. identify good, effective practice.
5. keep abreast of local and national developments in content and methodology related to their area of expertise;
6. contribute to collaborative initiatives and multi-disciplinary activities in schools, teams and services;
7. co-ordinate the production of materials and identify resource needs;
8. be involved in the initiation, organisation and evaluation of development priorities and ensure that these meet the needs of schools, teams, services and staff through direct personal contact;
9. liaise with external agencies as approved by the Executive Director of Education and within council guidelines;
10. advise on and, as required, participate in, the recruitment and deployment of staff;
11. advise on the provision of supplies and the design and furnishing of resources;
12. be familiar with all aspects of council Education policy and be seen as a representative of the Executive Director of Education in all aspects of involvement with the Directorate, schools, external agencies and the regional improvement collaborative;
13. be knowledgeable about local and national priorities and help to ensure that these are being taken forward appropriately by the Directorate and schools.
Qualifications, Registration and Skill Requirements
14. Educated to degree level, ordinary degree or equivalent (SCQF level 9), you will have an In-depth knowledge of current policy and practice, demonstrating a strong understanding of the current evidence-base and the ability to use this to influence others.
15. You are required to have high levels of interpersonal skills and abilities which will enable you to lead and manage, both at strategic and operational levels, to ensure continuous improvement.
16. Strong IT skills from an organisational perspective and as part of high-quality Learning and Teaching.
17. Before confirming your appointment, you will be required to obtain Protection of Vulnerable Groups (PVG) scheme membership through Disclosure Scotland and become a member of the relevant PVG scheme.
18. GTCS Registered.
The Person
The Fife Professional Learning Team works collaboratively within the team and across the Directorate and nationally to lead and develop sustainable improvement in key strategic areas. The team supports impactful approaches to improvement in leadership, curriculum and learning, teaching & assessment with practitioners across settings and at all stages of their career.
We are recruiting for a dynamic, enthusiastic and solution focused Education Support Officer to lead the support for practitioners in schools across Fife to develop sustainable, impactful approaches to Learning, Teaching and Assessment across the curriculum broadly, but with a lead responsibility for numeracy.
The post holder will lead on the development and direction, and review the impact, of Fife’s Conceptual Understanding in Numeracy approach, the related documentation and assessment. They will also lead and support on other developments with numeracy and mathematics locally and nationally.
The person will:
19. work collaboratively to develop, share, deliver and review Directorate strategies to improve the quality and delivery of numeracy learning, teaching and assessment cross all educational establishments ensuring it leads to improved outcomes for all learners.
20. have current knowledge and understanding to be able to ensure that numeracy policies and procedures reflect up-to-date research, best practice, national legislation and local and national guidance, playing a lead role in developing numeracy policy within and across the directorate, and partner organisations, and will be skilled at liaising with a range of managers and practitioners across a variety of agencies.
21. research, develop, quality assure, deliver, and review impactful professional learning programmes in a range of areas, which meet the development needs of classroom practitioners across settings. This includes support for probationer and early career teachers, Support for Learning teachers, EYO’s and for Pupil Support.
22. develop, lead, and support collaborative numeracy networks and working groups across Fife and nationally.
23. collaboratively plan and lead high-quality PL engagements in schools which support and evidence improvements in classroom practice and learner outcomes, with reference to data.
24. support practitioners in schools to use enquiring approaches to improve learning and teaching. Plan, deliver, support, and spread learning from impactful quality improvement programmes.
25. gather and share evidence of effective practice in Fife Schools which supports improvement in numeracy learning, teaching and assessment; encourage practitioners to share their experiences and improvements.
26. improve and measure the impact of Assessment and Moderation (A&M) across the curriculum through working in partnership with Education Scotland and Fife QAMSOs. Facilitate the Fife A&M networks to spread understanding of the learning, teaching and assessment cycle and support schools to translate this into practice with outcomes for learners.
27. be able to deliver effective self-evaluation and improvement through an “inwards, outwards, forwards” approach to help schools, the Service and partners determine how we are doing, how do we know and what we are going to do now.
28. be able to think strategically and apply critical analysis and have a high level of report writing skills.
29. work closely with the team to deliver Transforming Learning professional learning across Fife.
30. Role Profile - When preparing your supporting statement, review the role profile and think about how you meet the essential criteria
31. How We Work Matters - Our employees are expected to display and promote certain behaviours in the workplace. See our behaviour framework for more information.
32. Employee Benefits - Employees have access to a benefits package that offers discounts on a wide range of products and services
33. Directorate Information -
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