Classroom Assistant (Special Educational Needs) at Education Authority Northern Ireland

, Michigan, United States -

Full Time

Start Date

Immediate

Expiry Date

10 Jun, 26

Salary

0.0

Posted On

12 Mar, 26

Experience

0 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Special Educational Needs Support, Curriculum Access, Personal Care, Behaviour Management, Teamwork, Communication, Planning, Organizing, Child Protection, Safeguarding, Resource Preparation, Medical Support, Confidentiality, Empathy, Risk Assessment

Industry

Education Administration Programs

Description

JOB DESCRIPTION JOB TITLE: Classroom Assistant – Special Educational Needs REPORTS TO: The Principal, through the class teacher JOB PURPOSE Under the direction of the class teacher/outreach teacher/Education Authority, assist with the educational support and the care of the pupil(s) with special educational needs who is/are in the teacher’s care in or outside the classroom. MAIN DUTIES AND RESPONSIBILITIES The precise duties of the post will be determined by the principal/outreach teacher/ Education Authority officer. SPECIAL CLASSROOM SUPPORT Assist the teacher with the support and care of pupil(s) with special educational needs e.g. enable access to the curriculum, attend to personal needs including dietary, feeding, toileting etc. Develop an understanding of the specific needs of the pupil(s) to be supported. Assist with authorised programmes (e.g. Education Plan, Care Plan), participate in the evaluation of the support and encourage pupil(s) participation in such programmes. Contribute to the inclusion of the pupil in mainstream schools under the directions of the class teacher. Assist with operational difficulties and non-invasive medical/clinical difficulties pertaining to pupil(s) disabilities. Support in implementing behavioural management programmes as directed. Assist pupil(s) in moving around school and on and off transport. GENERAL CLASSROOM SUPPORT Assist pupil(s) learn as effectively as possible both in group situations and on their own by assisting with the management of the learning environment through: - clarifying and explaining instruction; - ensuring the pupils are able to use equipment and materials provided; - assisting in motivating and encouraging the pupil(s) as required; - assisting in areas requiring reinforcement or development; - promoting the independence of pupils to enhance learning; - helping pupil(s) stay on work set; - meeting physical/medical needs as required whilst encouraging independence. Be aware of school policies, procedures and of confidential issues linked to home/pupil/teacher/school work and to keep confidences appropriately. Establish a supportive relationship with the pupils concerned. Prepare and produce appropriate resources to support pupil(s) and take care of material for play sessions. Supervise groups of pupils, or individual pupils on specified activities including talking and listening, using ICT, extra curricular activities, and other duties, as directed by the class teacher/officer. Under the direction of the teacher, and following an appropriate risk assessment, assist with off-site activities. Provide continuity of adult care of e.g. supervising play and cloakrooms including hand washing, toileting etc. Provide supervision/support including the administration of prescribed medicines and drugs for children who are ill and deal with minor cuts and grazes. Ensure as far as possible a safe environment for pupils. Report to the class teacher any signs or symptoms displayed which may suggest that a pupil requires expert or immediate attention. ADMINISTRATION Assist with classroom administration. Assist the class teacher and/or other professionals with the implementation of the system for recording the pupil(s) progress. Contribute to the maintenance of pupil(s) progress records. Provide regular feedback about the pupil(s) to the teacher/officer. Duplicate written materials, assist with production of charts and displays, record radio and television programmes, catalogue and process books and resources. OTHER DUTIES Attend relevant in-service training. Assist work placement students with practical tasks. Such other duties as may be assigned by the principal/outreach teacher/Education Authority officer within the level of the post. 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 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. You must demonstrate how you meet the criteria by the closing date for applications, unless the criteria state otherwise. The stage in the process when the criteria will be measured is outlined in the table below. 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. 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. 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 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 and Experience Option 1 Hold a minimum of a Level 2 (or equivalent)* qualification in a relevant area from a recognised accredited awarding body AND have a minimum of 6 weeks experience which has been gained either through working in a formal learning environment or through a placement completed as part of your level 2 (or equivalent) qualification. *Qualification must be at Certificate or Diploma level. Award level is not acceptable. OR Option 2: Have a minimum of 12 months’ experience of working in a formal learning environment.” Sifting by Application Form Sifting by Application Form and verified at Interview Core Knowledge Demonstrate a working knowledge of: Health and safety requirements Development needs of children and/or young people. Child protection and safeguarding Interview/Assessment Skills Evidence of the following skills to support child-centred learning and assist with the management of the learning environment: Effective planning and organising skills. Ability to follow agreed systems and plans. Ability to work as part of team Ability to work flexibly and creatively to help ensure a child-centred learning experience. Effective and positive communication skills. Interview/Assessment Core Behaviours · Ability to build positive and supportive relationships. · Empathy · Confidentiality Interview SECTION 2 - 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 and Experience Qualification Have completed training relevant to the role, for example: Social, emotional and behavioural difficulties Language and communication ASD/ADHD Level 3 (or equivalent level) qualification in a relevant area from a recognised accredited awarding body. Hold a minimum of level 2 passes in English and/or Mathematics, or higher-level qualifications Experience (options) Additional working experience in a formal learning environment. Specific experience of working with a child/ young person with special educational needs Experience of working as a Classroom Assistant with pupils in a particular setting i.e. nursery/primary/post primary/ specialist provision unit attached to mainstream/ special school setting. Ability to use digital technologies to assist in learning and the preparation of resources Sifting by Application Form 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 at NI Direct or the Department 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 Opportunities Employer

Responsibilities

The primary role involves assisting the class teacher in providing educational support and personal care for pupils with special educational needs, both inside and outside the classroom environment. This includes enabling access to the curriculum, supporting authorized educational and care plans, and promoting pupil independence in learning and daily activities.