Advisory Teacher - Language & Communication (Local Impact Teams) - 4 posts at Education Authority Northern Ireland

Dundonald, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

12 Jan, 26

Salary

0.0

Posted On

14 Oct, 25

Experience

5 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Language Support, Communication Skills, Special Educational Needs, Training Development, Collaboration, Assessment, Intervention Planning, Parent Engagement, Team Leadership, Record Keeping, ICT Proficiency, Professional Development, Multi-Agency Liaison, Individualized Support, Capacity Building, SEN Assessment, Educational Advice

Industry

Education Administration Programs

Description

JOB DESCRIPTION REPORTS TO: Local Impact Team Manager RESPONSIBLE FOR: Delivering the Programme of Offer within Local Impact Teams JOB PURPOSE The language and communication Advisory Teacher will work within the Education Authority) Local Impact Teams. The role of the language and communication Advisory Teacher is to deliver training, to offer advice and support to school staff and parents/carers, and to work directly with children and young people. This may involve working with school staff and pupils in preschool, nursery, primary post-primary settings, within mainstream, specialist settings attached to mainstream and Special Schools. The Advisory Teacher will liaise with other EA Officers and with other professionals in other agencies. 1. Contribute to the development and co-ordination of Language and Communication within the EA Local IMPACT Teams. Within the guidance of Local Impact Team manager; Contribute as required to the development and delivery of a language and communication training programme for educational professionals to promote the capacity building of staff in educational settings. Liaise with staff in EA services and other agencies, particularly Health Trust Speech and Language Therapists, Royal College of Speech and Language Therapists, and RISE NI staff regarding delivery of training 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 as required. Contribute to the development and delivery of the EA Local Impact Team action plan, and the wider SEND Transformation Plan. Support Language Intervention Officers and Language Assistants in delivering their role as required. 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 EA Local IMPACT team in promoting positive outcomes for service users. Training, advice, and support for service users Children/Young People Collaborate with staff in educational settings, with parents to provide assessment, intervention and progress monitoring for staff and children in educational 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/young person. Maintain a key role in relation to some children who require more specific support to include the development and implementation of an individualised based support programme. Support the transition of children with SEN, including those with language, and communication needs/Developmental Language Disorder. Maintain reports of involvement, assessment, and progress for each child/young person on an allocated caseload and any child/young person receiving advice and support. Families Liaise with parents to encourage their involvement, particularly the importance of attendance at speech and language therapy appointments in Health Trust clinics; and to offer advice and support as to how they might assist their child at home. Facilitate parent support groups and training as required. Encourage and demonstrate liaison between home and educational setting to maximise consistency in relation to effective strategies that are being implemented to meet the needs of an individual child. Educational Professionals Provide a ‘link’ role to allocated educational setting establishing a key relationship on behalf of the and facilitating an efficient and effective use of the service resource. Signpost to Language and Communication and other relevant SEN training for educational setting professionals in developing knowledge and skills in supporting children with SEN. Provide advice to staff in educational settings (including leaders and practitioners) regarding the educational implications of the children’s SEN including language and Communication needs/Developmental Language Disorder and the use of appropriate support strategies and resources including assistive technology, where appropriate. Assist staff in drawing up Action plans for educational settings and IEPs/PLPs for children with SEN including language and Communication needs/Developmental Language Disorder. 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 more complex needs alongside SEN language and Communication needs/Developmental Language Disorder. 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 educational settings. 2. Collaboration and Inter-agency work Provide, 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 Technology 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. Carry out assessments, prepare intervention plans, review, and evaluate intervention plans, prepare Educational Advice as part of a Statutory Assessment and Review Procedure as required. Use a range of Management Information Systems and software packages to support record keeping and record management, training, and resource development (for example, the EA Local Impact Teams Management Information system (MIS), Microsoft TEAMS, Microsoft Word, Microsoft Excel, Microsoft PowerPoint, Microsoft Forms, Google Classroom etc). Support Intervention Officers and Language Assistants, as required, to provide information for reports/ advice and guidance in line with service protocols. Participate in record audits as managed by Area Managers/LIT Managers. 4. Continuing Professional Development Keep informed of current approaches, strategies, and resources relevant to supporting children with special educational needs including Developmental Language Disorder so that appropriate interventions can be applied in the learning environment. Participate in and contribute to the service staff development programme. o Engage in professional development activities in line with multi-disciplinary/trans-disciplinary model of service. o Engage in professional development activities in line with multi-disciplinary/trans-disciplinary model of service in relation to personal targets and goals. o Support the professional development of other team members in line with the multi-disciplinary/transdisciplinary model of team development. 5. Other Duties Comply with Education Authority policies and procedures in relation to the duties and responsibilities of the post. Always maintain 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 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 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. Factor Essential Criteria Method of Assessment Qualifications Be a qualified teacher as recognised by the Department of Education to teach in grant-aided schools. Shortlisting by Application Form Experience Have a minimum of three years’ experience supporting children/young people with language and communication needs/ Developmental Language Disorder in educational settings including special schools and specialist provision in mainstream. Have experience of administering SEN assessments including language assessments. Have experience in designing and implementing specific intervention programmes for children/young people with SEN including those with language and communication needs/Developmental Language Disorder. Have experience of working collaboratively with a range of professionals, including Health Trust speech and language therapists, to support children with SEN including language and communication needs/Developmental Language Disorder. Have used ICT in professional work in support of teaching and learning. 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 Sound knowledge of current educational developments within the area of Special Education and within the wider educational context. Demonstrable knowledge of appropriate teaching strategies and approaches to meet the learning needs of children with Special Educational Needs including language and Communication/Developmental Language Disorder in an educational setting. Interview Skills/ Abilities In line with EA’s Game Changing People Model we will look for evidence of: Ability to lead, supervise and motivate others. Ability to work effectively as a member of a team with a pro-active and flexible approach. Ability to manage a complex workload and make priorities to meet deadlines particularly when addressing challenging situations and change. Ability to build trust and strong working relationships with stakeholders and colleagues from other areas/agencies. 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 developing and /or providing advisory support/training to school staff, parents, colleagues, or other professionals in the field of SEN. Hold an additional relevant qualification in Special Educational Needs. Demonstrable experience of involvement in a new initiative where you showed a high level of innovation, adaptability, and ability to work well in a team. Have experience of supervising and managing staff in supporting children with 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 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 on www.nidirect.gov.uk/campaigns/accessni-criminal-record-checks or www.justice-ni.gov.uk/articles/about-accessni 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 Opportunities Employer

Responsibilities

The Advisory Teacher will deliver training and support to school staff, parents, and children regarding language and communication needs. They will also collaborate with various professionals and agencies to enhance educational outcomes for children with special educational needs.