Advisory Teacher - Specialist Provision Support (SPS) Service (Job Reference: 26001600)Primary Location : Antrim-Belfast-Belfast OfficeOther Locations :Down-Dundonald-Dundonald Office, Armagh-Armagh-Armagh Office, Antrim-Ballymena-Ballee Centre, Tyrone-Omagh-Omagh OfficeContract Type : Fixed-Term/Secondment opportunity (May be subject to extension or may be reduced for any valid reason)Duration of Contract/Contract End Date : 30 June 2027Status : Full-TimeHours per Week : 36 hours per week* *please note seconded applicants will remain on their current hours/terms and conditions.Working Pattern : Monday - Friday A range of flexible or part time working arrangements may be considered.Grade/Scale : Teacher | Main Pay Scale, M2 - UPS 3 | £32,916 - £50,876 per annumAllowance(s) : Above Scale AllowanceAdditional Allowance(s) : Not ApplicableAnticipated Interview Date(s) : TBCAdditional Information: A base location will be determined on appointment (current school base may be considered). These immediate vacancies are available on a fixed term contract or by secondment. Applicants who wish to apply for a secondment must first seek the consent of their Principal/Board of Governors before making formal application. Secondees will be paid on their teaching terms and conditions for the duration of this secondment. Suitable applicants who are not appointed to an immediate vacancy will be placed on a reserve list which will remain valid for one year and may be offered similar appointments across all localities at the discretion of the EA during that period.JOB DESCRIPTIONRESPONSIBLE TO: Head of Service Specialist Provision Support (SPS) through designated line managerJOB PURPOSEThe Advisory Teacher will work as part of a regional, multi-service and transdisciplinary team within the Education Authority to support the delivery of the Specialist Setting Support Team. The Advisory Teacher will work alongside staff in Specialist provisions in mainstreams schools providing advisory support and training. In addition the Advisory Teacher will provide direct support to children enrolled in Specialist provisions and in the home environment. The focus of this aspect of the work will be the delivery of targeted programmes for identified children who require more intensive support including direct support to staff/parents and carers. An integral part of this role will be the development of effective working partnerships with staff/parents and other relevant professionals.In promoting an effective and efficient service, all team members will be committed to the development of their knowledge and skills in supporting children with complex Special Educational Needs.MAIN DUTIES AND RESPONSIBILITIES1. Contribute to the development and co-ordination of the SPECIALIST SETTING SUPPORT TEAM (SSST)Within the guidance of Assistant Advisory Officerscontribute to the development and delivery of an In-Service training programme for educational professionals to promote the capacity building of staff in Specialist settings;Liaise with staff in EA services and other agencies regarding delivery of training in order to maximise the quality and consistency of training offered to professionals supporting children with special educational needs;Promote and develop effective partnerships with parents to support their children’s learning, achievement and development by contributing to the development of training/ information sessions for parents;Contribute to the establishment of regional cluster groups and provide a key role in supporting individual groups;Contribute to the development and delivery of the SSST action plan;Supervise and support SSST Intervention Officers and Support Assistants in delivering their role;Contribute to the development of an excellent support service within which all staff acknowledge that they are accountable for the success of the service;Contribute to the quality monitoring and evaluation of aspects of the SSST in promoting positive outcomes for service usersTraining, advice and support for service usersChildrenCollaborate with staff in Specialist settings and with parents to provide assessment, intervention and progress monitoring for staff and children in specialist settings Provide and facilitate the delivery of a range of interventions that are deemed to be appropriate to meet the needs of the individual child;Maintain a key role in relation to some children who require more specific support to include the development and implementation of an individualised home or setting based support programme;Support the transition of children with SEN ;Maintain reports of involvement, assessment and progress for each specialist setting and child receiving advice and support.FamiliesLiaise with parents to encourage their involvement and to offer advice and support as to how they might assist their child at home;Facilitate parent support groups and training;Encourage and demonstrate liaison between home and Specialist settings to maximise consistency in relation to effective strategies that are being implemented to meet the needs of an individual child.Educational ProfessionalsProvide a ‘link’ role to selected Specialist settings establishing a key relationship on behalf of the and facilitating an efficient and effective use of the service resource;Provide training for Specialist setting professionals in developing knowledge and skills in supporting children with SEN;Provide advice to staff in Specialist settings (including leaders and practitioners) regarding the educational implications of the children’s SEN and the use of appropriate support strategies and resources including assistive technology, where appropriate;Assist staff in drawing up Action plans for settings and (Individual) Education Plans for children with SEN;Work closely with staff to develop practical strategies and interventions which could be promoted with a child and parent as the primary educator based on a model of capacity building;Encourage a co-ordinated approach in addressing the special educational needs of a child with complex needs;Advise on reasonable and appropriate adjustments that could be made to promote the effective inclusion of children with SEN in accordance with the Special Educational Needs and Disability Order (2005);Identify models of good practice so that these can be shared with other settings.2. Collaboration and Inter-agency workProvide, as required, written Educational Advice in respect of pupils with SEN under the terms of the Education and Libraries (NI) Order 1986;Contribute to Annual Reviews of Statements of Special Educational Needs, as required;Liaise, as appropriate, with members of other services and agencies including the Educational Psychology Service, and other statutory and voluntary agencies;Contribute to multi-disciplinary meetings, as appropriate, regarding the special educational needs of individual children;Promote and practice a co-ordinated approach in the assessment and identification of the special educational needs of pupils.3. Record keeping, reporting and Information TechnologyProvide information, advice and reports to the Children and Young People’s Services Department to enable the EA to meet its responsibilities in the provision of a high quality service which (a) provides effective teaching and learning, (b) indicates improved standards of achievement, and (c) demonstrates efficiency and value for money;Prepare reports on support provided to settings and on the progress of individual children;Use a range of Management Information Systems and software packages to support record keeping and record management, training and resource development (for example Microsoft TEAMS, Microsoft Word, Microsoft Excel, Microsoft PowerPoint, Boardmaker );Supervise record keeping and reporting of SSST Intervention Officers and provide advice and guidance in line with service protocols;Participate in record audits as managed by Assistant Advisory Officers.4. Continuing Professional DevelopmentKeep informed of current approaches, strategies and resources relevant to supporting children with special educational needs so that appropriate interventions can be applied in the learning environment;Participate in and contribute to the service staff development programmeo Engage in professional development activities in line with a transdisciplinary model of team development and in relation to personal targets and goals.o Support the professional development of other team members in line with a transdisciplinary model of team development.5. Other DutiesComply with Education Authority policies and procedures in relation to the duties and responsibilities of the post.Maintain at all times confidentiality of information received.Undertake any other related duties as required by the Education Authority.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 SPECIFICATIONNOTES TO JOB APPLICANTS1. 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 CriteriaThe following are essential criteria which will initially be measured at the shortlisting stage and which may 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.FactorEssential CriteriaMethod of AssessmentQualificationsBe a qualified teacher as recognised by the Department of Education to teach in grant-aided schoolsBe registered with GTCNIShortlisting by Application FormExperiencehave a minimum of three years' recent experience directly teaching or providing Advisory support to children/young people with complex special educational needs in special schools and specialist provisions in mainstream schoolshave experience of implementing specific evidence based intervention programmes for children with complex Special Educational Needshave experience of supervising and managing staff in supporting children with Special educational Needshave experience of working collaboratively with a range of professionals to support children with Special Educational NeedsShortlisting by Application FormOtherThe 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;ORbe 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 FormSection 2 - Essential CriteriaThe following are additional essential criteria which will be measured during the interview/selection stage in line with EA’s Game Changing People Model.FactorEssential CriteriaMethod of AssessmentQualifications/ExperienceDemonstrable knowledge of appropriate teaching strategies, approaches and interventions to meet the learning needs of children with Complex Special Educational NeedsDemonstrable experience of coaching or mentoring others in appropriate methodologies for children with Complex Special Educational NeedsInterviewSkills/AbilitiesIn line with EA’s Game Changing People Model we will look for evidence of:the ability to lead, supervise and motivate othersthe ability to work effectively as a member of a team with a pro-active and flexible approachability to manage a complex workload and make priorities to meet deadlines particularly when addressing challenging situations and changeAbility to build trust and strong working relationships with stakeholders and colleagues from other areas/agenciesInterviewValues OrientationEvidence of how your experience and approach to work reflect EA’s ethos and values. You will find information about our Values here.InterviewSection 3 - Desirable CriteriaSome 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.FactorDesirable CriteriaMethod of AssessmentQualifications/Experiencehold an additional relevant qualification (e.g Masters in Education) in the area of Special Educational Needs or have completed accredited training on a minimum of two of the following or other relevant course:TEACCHPECSAttention AutismPEP-3SCERTSInteractive PlayIntensive InteractionZones of RegulationSolihullMakatonTeam teachManual handlingBoxallTac PacElklanShortlisting by Application FormOur ValuesThrough 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 BACKGROUNDThe 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 you WILL be 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 at NI Direct or the Department of Justice.
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