Internal applicants MUST apply via Opportunity Marketplace. Please ensure you complete your SKILLS and QUALIFICATIONS via “Me” tab/tile on Fusion or by clicking on the application link in the section of the application form titled “REVIEW SKILLS AND QUALIFICATIONS”.
ACTUAL CLOSING DATE: Applications must be received by 13th of March, 11:55pm.
Location: Hamilton School for the Deaf
Hours: 35 hours per week.
Salary: Main Grade Teacher Scale, £41, - £ per year.
In an attachment document please answer the following:
1. Are you an accomplished communicator who can use British Sign Language (BSL Signature Level 3+) to maintain strong links with children and families and enable parents who use BSL to be fully involved in their child’s education?
2. Are you a fully qualified Teacher of Deaf Children and Young People or understand this is a compulsory qualification you must undertake and complete within 5 years of your start date, whilst working full time.
3. How are the professional values reflected in your professional actions in your current role or in your teaching practice?
4. Describe the ways in which your professional learning has impacted on D/deaf pupils’ learning experiences.
5. Describe how your knowledge of the curriculum has enabled you to ensure that deaf children and young people are developing the four capacities.
6. Please identify 1 or 2 areas of development on which you would like to focus to further enhance your professional knowledge and practice.
7. With reference to the other areas detailed in the employee specification please give any other information you consider relevant to your application.
8. Please provide details of any relevant training you have undertaken.
9. Please provide any other details that you feel will support your application.
It is essential to have British Sign Language Level 2 (Minimum) for this post.
The accountabilities related to this role are as follows:-
10. develop,share and promote the school’s vision with staff, pupils, parents and the wider community
11. develop coherent approaches to professional learning which build and sustain teachers’ practice by supporting:
12. opportunities that lead to distributed leadership
13. collaborative working practices
14. sharing of effective practice
15. contribute to leadership for improvement in culture and practice at school level by:
16. providing clear direction when working with others
17. supporting and developing the school’s culture of improvement
18. ensuring school policies and procedures are being implemented consistently
19. demonstrate professional knowledge and understanding by:
20. critically engaging with literature, research and policy
21. contributing to local and national developments
22. acting as representatives of the authority
23. develop a range of strategies for individual and collective self evaluation, which contribute to the school’s improvement
24. lead and work collaboratively to enhance teaching which leads to high quality learning by:
25. demonstrating and supporting sound teaching practices
26. monitoring and tracking pupils’ progress
27. managing the bespoke holistic needs of deaf learners
28. quality assuring effective positive relationship strategies
29. regularly communicating with and reporting to parents
30. build and sustain partnerships with colleagues, learners, parents and other partnerships to support:
31. team commitment and loyalty
32. an ethos of mutual respect, support and challenge that is based on a coaching/mentoring approach
33. effective practice in gathering views and sharing information with parents
34. the provision of pastoral care for staff and pupils
35. effective communication
36. manage allocated resources proactively and effectively to meet learning and development priorities
The post holder will be managed and be accountable to the Headteacher in accordance with the priorities of the school and South Lanarkshire’s Education Resources.
Further Information on Hamilton School for the Deaf:
Hamilton School for the Deaf is a South Lanarkshire resource for children aged from 3 years to 12 years who are deaf. The school is a non-denominational, co-educational establishment. Provision can be made for children whose parents would like them to receive Catholic religious instruction.
The school moved to a new building in April on a shared campus with Glenlee Primary School. The nursery class is shared with Glenlee. A clear focus of the shared campus is to develop inclusive ethos and practice across the two schools. Our children are included in Glenlee mainstream classrooms for parts of their curriculum depending on individual need. Equally, Glenlee are included into Hamilton School for the Deaf to promote two-way inclusion, when appropriate. The outreach service, which supports children with a hearing loss who attend mainstream and other ASN schools across South Lanarkshire, is also based in the school.
Our aim is to educate our children in such a manner as to allow them to achieve their maximum potential in all areas of life. We aim for them to become confident individuals, effective contributors, successful learners and responsible citizens. We plan for children to have full access to the curriculum and embrace a Total Communication approach comprising of speech, sign (BSL and Sign Supported English), text, visuals and any augmentative alternative communication modes. The languages used within the school are BSL and English. All staff have signing skills and the school is committed to ensuring that staff continue to improve their skills. We believe that if we communicate with pupils in a language they completely understand then this gives them the best chance of attaining in line with their potential.
The curriculum of the school is Curriculum for Excellence. The school aims to provide our children with a curriculum which is relevant to them as deaf young people and personalised to meet individual needs while providing the challenge to ensure that each child has the opportunity to maximise their attainment. We have a strong focus on attainment and aim that our young people will achieve their full potential, with constant assessment of need and intervention from all those who support them. Children who are deaf may experience language deprivation, this is a delay in language development that occurs when sufficient exposure to language, spoken or signed, is not provided in the first few years of a deaf child's life, often called the critical or sensitive period. At Hamilton School for the Deaf, we understand early intervention, parental involvement, and other resources all work to prevent and repair language deprivation. At Hamilton School for the Deaf, all our staff are all highly skilled and include qualified Teachers of Deaf Children and Young People, Specialist Early Years Practitioners, Specialist Support Staff alongside our British Sign Language Tutor. We have the knowledge and expertise to provide the best education provision for deaf children and young people across South Lanarkshire.
We have deaf members of staff who provide valuable deaf role models for our children. Our Deaf BSL tutor also provides sign language instruction to Hamilton School for the Deaf and Glenlee staff and pupils. Classes are also available to our parents and partnerships of Hamilton School for the Deaf. Deaf Awareness training is provided by our staff and pupils to promote successful interactions and communications between both the hearing and deaf community.
Extra-Curricular
The shared campus enables greater opportunities for children from both schools to participate in lunchtime and after school activities. Now we are emerging from the impact of the pandemic, we are hoping to re-establish the variety of clubs and activities on offer throughout the session. We feel it is important that our deaf pupils have access to school activities even though they often travel to school by taxi. We work in partnership with our parents and transport companies to accommodate for this. We also promote clubs and taster sessions which take place during the school day to widen experiences for our children.
Partnership
Great emphasis is placed on the school’s involvement with parents, local community and the Deaf community as it is the belief that true partnership is the most important factor contributing to the progress and development of the children and their families. There are strong links with other agencies, namely, Speech and Language Therapy, Educational Psychology and Audiology and voluntary deaf organisations. Teachers encourage parental involvement in classes and in the corporate life of the school.
Hamilton School for the Deaf Vision (Draft) Consultation underway
All deaf children and young people across South Lanarkshire will be confident with their deaf identify, be successful in their determination to reach positive destinations, take responsibilities seriously when taking part in political, economic, social and cultural life and have the skills to enable them to contribute effectively within their communities.
Improve access to spoken language through better audiology provision.
Improve and support health and wellbeing of our deaf learners. Improve Deaf Awareness across South Lanarkshire educational provisions. Raise standards in literacy. Raise standards in language and communication. Raise standards in numeracy.
Improve BSL skills across the school community.
Raise awareness of the world of work and skills for life through provision of positive deaf role models.
Actively work in partnership to meet deaf learners’ needs and support deaf children/ young people, their families and their educational establishments across South Lanarkshire during times of transition.
Information Resources
37. School website
Home | Hamilton School for the Deaf (hamiltonschooldeaf.s-lanark.sch.uk)
38. BSL Plan
British Sign Language - South Lanarkshire Council
39. Specific competencies for teachers of learners who are deaf>
40. British Association of Teachers of the Deaf
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41. National Deaf Children’s Society
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42. Scottish Government British Sign Language (BSL) National Plan -)
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43. How Good Is Our Sensory Service
How Good is Our Sensory Service? Scottish Sensory Centre (ed.ac.uk)
View the