JOB DESCRIPTION
REPORTS TO: Head of Language and Communication Service
RESPONSIBLE FOR: In delivering this role, the Intervention Officer will provide advice to preschool, primary and post primary setting staff and parents and will support referred children directly in their educational setting.
JOB PURPOSE
The Intervention Officer will work as part of the regional Language and Communication Service, (LCS). In delivering this role, the Intervention Officer will provide advice to preschool, primary and post primary setting staff and parents and will support referred children directly in settings. The Intervention Officer will also contribute to training and cluster programmes, participate in collaborative working and contribute to the development of the service with the guidance of senior team members.
MAIN DUTIES AND RESPONSIBILITIES
Training, advice and support for service users
Children:
Work within the guidance of designated team members to support children referred to the LCS:
* Contribute to the assessment of children with special educational needs in partnership with the pupil’s settings.
* Contribute to the planning and delivery of individual programmes for identified children who require more intensive support;
* Prepare materials that may be required to support the individual child in their setting context as well as other aspects of the school setting.
* Work closely with setting practitioners and special educational needs co-ordinators in schools to practice effective strategies and interventions in relation to individual children;
* Contribute to the monitoring and review of children’s progress in line with agreed protocols;
* Support the transition of referred children into to their year 1 and post primary provision as required;
Families:
Work under the direction of designated team members to support families of children with Language and Communication special educational needs referred to the LCS by:
* Providing a caring and empathetic service to families demonstrating an understanding of their experiences and the challenges they may face;
* Providing professional advice and support to parents of children who have been identified as having special educational needs;
* Liaising with parents and early educational settings to promote active partnership working and to seek consistency of approaches within the home and educational settings;
* Encouraging and facilitating parental partnership between the LCS and the pupil’s educational setting.
* Work under the guidance of designated team members to support early years educational settings by:
* Provide setting-based targeted support and pupil advisory support following service pathways.
* Seek feedback from educational settings to maintain an ongoing evaluation of the service.
* Provide advice to educational settings regarding practitioner themes including understanding a child’s language and communication needs and the use of appropriate assessment, strategies, materials, and equipment.
* Promote the LCS online professional learning modules, and where agreed, support lead trainers in providing in-set training for educational settings.
Collaboration with Others and Inter-agency Work
* Participate in a co-ordinated approach in addressing the special educational needs of a child with complex language and communication SEN;
* Follow service protocols in relation to collaborative working to ensure an efficient use of service time and resources;
* Follow a co-ordinated approach in the observation, assessment and support for children with language and communication SEN;
* Liaise, as appropriate, with members of other agencies including the Educational Psychology Service, other Pupil Support Services and other statutory and voluntary services/agencies;
* Contribute to multi-disciplinary meetings, as appropriate, regarding the language and communication special educational needs of individual children.
Record Keeping and Information Technology
* Maintain records of support and provide reports in line with agreed protocols;
* Prepare, as appropriate, reports on support provided to settings and on the progress of individual children under the supervision of a designated member of the service.
* Use a range of Management Information Systems and software packages to support record keeping and record management, training and resource development (for example Microsoft Word, Microsoft Excel, Microsoft PowerPoint, Boardmaker );
* Co-operate in the implementation of Information and Communication Technology.
Maintaining Quality of Service Delivery: Continuing Professional Development
* Participate in and contribute to the service staff development programme;
* Engage in professional development activities in line with the LCS model of team development and in relation to personal targets and goals.
* Support the professional development of other team members in line with the LCS model of team development.
Other Duties
* Complying with EA policies and procedures in relation to the duties and responsibilities of the post
* Contributing to the ongoing evaluation of the service.
* Maintaining at all times confidentiality of information received.
* Any such other duties that the EA may from time to time require.
This job description will be subject to review in light of changing circumstances and is not intended to be rigid and inflexible but should be regarded as providing guidelines within which the individual works. Other duties of a similar nature and appropriate to the grade may be assigned from time to time.
In accordance with Section 75 of the Northern Ireland Act (1998), the post-holder is expected to promote good relations, equality of opportunity and pay due regard for equality legislation at all times.
To view the summary of terms and conditions for this post, click here.
PERSON SPECIFICATION
NOTES TO JOB APPLICANTS
1. You must clearly demonstrate on your application form under each question, how, and to what extent you meet the required criteria as failure to do so may result in you not being shortlisted. You should clearly demonstrate this for both the essential and desirable criteria, where relevant.
2. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise.
3. The stage in the process when the criteria will be measured is outlined in the table below.
4. Shortlisting will be carried out on the basis of the essential criteria set out in Section 1 below, using the information provided by you on your application form.
5. Please note that the Selection Panel reserves the right to shortlist only those applicants that it believes most strongly meet the criteria for the role.
6. In the event of an excessive number of applications, the Selection Panel also reserves the right to apply any desirable criteria as outlined in Section 3 at shortlisting, in which case these will be applied in the order listed. It is important therefore that you also clearly demonstrate on your application form on how you meet any desirable criteria.
Section 1 - Essential Criteria
The following are essential criteria which will initially be measured at the shortlisting stage and whichmay also be further explored during the interview/selection stage.You should therefore make it clear on your application form how, and to what extent you meet these criteria. Failure to do so may result in you not being shortlisted.
Factor Essential Criteria Method of Assessment Qualifications/
Experience
Hold a Degree in Psychology/Social Science/Education/Speech and Language Therapy or other third level qualification which is relevant to the post
Shortlisting by Application Form
Skills/
Abilities
Have three years’ experience working with children with special educational needs in an educational setting
Experience working with families and settings to promote partnership working and effective inclusion
Have experience of designing and implementing programmes of support for individual children with SEN
Shortlisting by Application Form
Knowledge Have a working knowledge of specific strategies and methods suitable for working with pupils with language and communication SEN
Shortlisting by Application Form
Other
The successful candidate will be required:
to have access to a suitable vehicle (appropriately maintained and insured for Education Authority business) that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion;
OR
be able to provide sufficient information on the application form that will satisfy the employer that he/she has access to an appropriate alternative form of transport that will enable them to carry out the mobility requirements of the post in an efficient and effective manner and thus meet this essential criterion.
Shortlisting by Application Form
Section 2 - Essential Criteria
The following are additional essential criteria which will be measured during the interview/selection stage in line with EA’s Game Changing People Model.
Factor Essential Criteria Method of Assessment Knowledge
Candidates should demonstrate knowledge of:
* Language and Communication SEN including Developmental Language Disorder, (DLD).
* Current legislation and policy context in promoting the inclusion of Children and Young People with SEN in educational settings
Candidates should demonstrate extensive knowledge of specific strategies and methods suitable for working with children with Language and Communication/DLD SEN
Interview
Skills/
Abilities
In line with EA’s Game Changing People Model we will look for evidence of:
A high degree of interpersonal skills and an ability to use initiative, working logically and with precision
The ability to engage and communicate sensitively and professionally with families, setting staff and a range of professionals to promote the best interests of the child
The ability to plan and organise work effectively with children and young people with SEN in educational settings
Interview
Values Orientation
Evidence of how your experience and approach to work reflect EA’s ethos and values. You will find information about our Values here .
Interview
Section 3 - Desirable Criteria
Some or all of the desirable criteria may be applied by the Selection Panel in order to determine a manageable pool of candidates. Desirable criteria will be applied in the order listed. You should make it clear on your application form how, and to what extent you meet the desirable criteria, as failure to do so may result in you not being shortlisted.
Factor Desirable Criteria Method of Assessment Qualifications/
Experience
Have experience of providing advisory support/training to school staff, parents, colleagues or other professionals
Additional training or a relevant qualification in the area of Language and Communication/DLD SEN
Shortlisting by Application Form
Our Values
Through the selection process we will also seek evidence that the personal values of candidates align with those of the EA. This will include evidence of commitment to equality and excellence in service delivery. These reflect our aim which is to meet the needs of all our children and young people equally, removing barriers to learning and ensuring equality of access to excellent education services so that every child can develop to his or her full potential.
DISCLOSURE OF CRIMINAL BACKGROUND
The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’.
In the event that you are recommended for appointed to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background.Please note that youWILLbe expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage.
Further information can be accessed atNI Director theDepartment of Justice.
APPLICANT GUIDANCE NOTES
To view the applicant guidance notes, please click here .
To learn about the many great benefits of joining the Education Authority, click here
The Education Authority is an Equal Opportunit ies Employer.
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