JOB PURPOSE
The Early Years Advisory Teacher will work as part of a regional, multi-disciplinary and transdisciplinary team within the Education Authority to support the delivery of the EA Local IMPACT teams. The Advisory Teacher will work alongside staff in early years settings providing advisory support and training. In addition, the Advisory Teacher will provide direct support to children enrolled in early years’ settings 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 parents and carers. An integral part of this role will be the development of effective working partnerships with parents and other relevant professionals. As a member of a transdisciplinary team, the Advisory Teacher will work across traditional role boundaries. In promoting an effective and efficient service, all team members will be committed to the development of knowledge and skills beyond one specialist field.
MAIN DUTIES AND RESPONSIBILITIES
1. Contribute to the development and co-ordination of EA Local IMPACT teams.
Within the guidance of Local Impact Team Managers;
1. Contribute to the development and delivery of a training programme for early years educational professionals to promote the capacity building of staff in early years settings;
2. 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;
3. 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;
4. Contribute to the establishment of regional cluster groups and provide a key role in supporting individual groups;
5. Contribute to the development and delivery of the EA Local IMPACT teams action plan;
6. Supervise/line manage Assistants/intervention officers in delivering their role;
7. Contribute to the development of Local Impact Teams within which all staff acknowledge that they are accountable for the success of the service;
8. Contribute to the quality monitoring and evaluation of aspects of the EA Local IMPACT Teams in promoting positive outcomes for service users.
Training, advice and support for service users
Children
9. Collaborate with staff in early years settings and with parents to provide assessment, intervention and progress monitoring for children supported by the Local Impact Teams;
10. Provide and facilitate the delivery of a range of interventions that are deemed to be appropriate to meet the needs of the individual child;
11. 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;
12. Support the transition of children with SEN into pre-school settings and year 1;
13. Maintain reports of involvement, assessment and progress for each child receiving advice and support.
Families
14. Liaise with parents to encourage their involvement and to offer advice and support as to how they might assist their child at home;
15. Facilitate parent support groups and training;
16. Encourage and demonstrate liaison between home and early years settings to maximise consistency in relation to effective strategies that are being implemented to meet the needs of an individual child.
Educational Professionals
17. Provide a ‘link’ role to early years settings establishing a key relationship on behalf of the EA Local IMPACT team and facilitating an efficient and effective use of the service resource;
18. Provide training for early years setting professionals in developing knowledge and skills in supporting children with SEN;
19. Provide advice to staff in early years 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;
20. Assist staff in drawing up (Individual) Education Plans/ personal learning plans for children with SEN;
21. 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;
22. Encourage a co-ordinated approach in addressing the special educational needs of a child with complex needs;
23. 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);
24. Identify models of good practice so that these can be shared with other settings.
2. Collaboration and Inter-agency work
25. Provide, as required, written Educational Advice in respect of pupils with SEN under the terms of the Education and Libraries(NI) Order 1986;
26. Contribute to Annual Reviews of Statements of Special Educational Needs, as required;
27. Liaise, as appropriate, with members of other services and agencies including the Educational Psychology Service, and other statutory and voluntary agencies;
28. Contribute to multi-disciplinary meetings, as appropriate, regarding the special educational needs of individual children;
29. 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 Technology
30. Provide 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;
31. Prepare reports on support provided to settings and on the progress of individual children;
32. Use a range of Management Information Systems and software packages to support record keeping and record management, training and resource development (for example EA Local IMPACT teams Management Information System (MIS), Microsoft Word, Microsoft Excel, Microsoft PowerPoint, Boardmaker ©);
33. Supervise record keeping and reporting of Intervention Officers and provide advice and guidance in line with service protocols;
34. Participate in record audits as managed by Local Impact Team Mangers.
4. Continuing Professional Development
35. Keep 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;
36. Participate in and contribute to the service staff development programme;
37. Engage in professional development activities in line with a transdisciplinary model of team development and in relation to personal targets and goals;
38. Support the professional development of other team members in line with a transdisciplinary model of team development.
5. Other Duties
39. Comply with Education Authority policies and procedures in relation to the duties and responsibilities of the post.
40. Maintain at all times confidentiality of information received.
41. Undertake any other related duties as required by the Education Authority.