Local Impact Team: Area Team Member (AAO) (Social, Behaviour and Emotional at Education Authority Northern Ireland

Belfast, Northern Ireland, United Kingdom -

Full Time

Start Date

Immediate

Expiry Date

04 Aug, 26

Salary

0.0

Posted On

06 May, 26

Experience

5 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Behavior Management, Training Delivery, Case Management, Multi-disciplinary Collaboration, Policy Development, Inclusive Practice, Trauma Informed Practice, Educational Consultancy, Staff Supervision, Individual Education Plans, Parental Engagement, SBEW Support

Industry

Education Administration Programs

Description

JOB DESCRIPTION DEPARTMENT: Children and Young People’s Service RESPONSIBLE TO: Area Manager JOB PURPOSE To work with other members of the Local Impact Teams in developing and implementing programmes of training and support for educational setting and parents related to social, behavioural, emotional and wellbeing needs; To support senior leadership teams and teachers who are seeking advice and practical strategies to assist pupils with Social, Behavioural and Emotional Wellbeing needs by delivery of training and consultation with schools, as well as policy and practice development; To work in a multidisciplinary capacity with schools to maintain pupil placement, support pupil wellbeing and ensure best outcomes for all young people; To promote inclusive practice and work across schools and services to reduce the number of young people suspended or expelled from school; To be an expert in areas that impact on the social, behaviour and emotional wellbeing of young people; To liaise closely with internal Education Authority services and other professionals in Health and Social Services & other associated agencies; To be responsible for the management of staff working directly with young people. MAIN DUTIES AND RESPONSIBILITIES 1. Leadership: Support the Area managers and LIT Mangers on all matters relating to social, behavioural, emotional and wellbeing difficulties in schools; Contribute to the Service Development Planning of the Service, to target setting and to meeting the objectives of the Service; Provide leadership in relation to the development of policies and practice related to social, behavioural, emotional and wellbeing needs in compliance with duties outlined in the SEND Act (Northern Ireland) 2016. 2. Ethos: Empower schools to confidently develop and nurture a positive culture and ethos of behaviour management and support; Advise on Positive Behaviour Policies and practice in all schools; 3. Training: Contribute to the Local Impact Team Regional Training Programme by leading and supporting a range of training sessions for schools and EOTAS Centres as required; Consult with schools to tailor training and support packages that meet their specific needs in supporting the SBEW needs of young people; Disseminate examples of best practice to a range of school based staff as required; Liaise with other EA Services to develop training packages that support the modern/contemporary needs and challenges experienced by schools; Regularly develop a range of resources that can be accessed online and support schools with an improved culture of inclusion for pupils with SBEW; Monitor and evaluate the impact of training on school/service development and improvement; 4. Management: Effectively manage the allocation of support staff to meet the needs of schools and pupils; Manage support staff to perform to their potential, promote their development, give support and provide supervision; Set clear standards, expectations and challenges to ensure mutual understanding and achievement of goals; 5. Intervention: Provide support to schools in implementing strategies to address the needs of children with SBEW; Devise and assist with the implementation of an individualised behavioural programme for pupils with SBEW; Manage the delivery of a range of interventions that are deemed to appropriately reflect best practice to meet the needs of the individual pupil (e.g. nurture, Trauma Informed Practice);• Maintain reports of involvement, assessment and progress for school and each child receiving advice and support. 6. Relationships: Develop positive relationships with school leadership and staff; Act as a supportive challenge function to all schools; Support schools to ensure that they are meeting their legislative duty through adherence to policy and procedures; Capability build with schools to support a system of inclusion; Engage and contribute to multidisciplinary working groups that support the needs of schools and pupils related to SBEW; Provide advice and guidance to schools through face to face meetings, via telephone advice and by email. 7. Provision: Contribute to the provision of a consultancy to schools to facilitate the processing of individual referrals; Advise school management on good practice in relation to discipline and behaviour in schools; Work collaboratively with other members of the team in devising appropriate resources and materials for pupils with SBEW difficulties; Provide advice to schools to facilitate teachers addressing the particular learning, social, communication and developmental needs of pupil with SBEW; Work closely with school staff to develop effective strategies and interventions in relation to individual pupils with SBEW; Encourage a coordinated approach in addressing a pupil’s SBEW needs; Monitor, assess and review a pupil’s progress and the appropriateness of provision and provide reports at regular intervals.(RRAP, PLP’s etc). 8. Promote Parental Involvement by: Liaise with parents encouraging a holistic approach to progress and success at school; Encourage liaison between home and school setting to maximise consistency in relation to effective strategies that are being implemented to meet the needs of the young person. 9. Provide Advice to the Education Agencies as appropriate: Submit additional educational advice in respect of pupils with SBEW under the terms of the Education and Libraries (NI) Order 1986. Contribute to annual reviews of statements of Special Educational Needs, as required. 10. Liaise with Education Authority Services and other Agencies: Work collaboratively with other Services and agencies to support the improved provision and successes of all pupils with SBEW; Promote a coordinated multi-disciplinary approach in relation to addressing the needs of children with SBEW; Engage in multi-disciplinary meetings, as appropriate, to meet the needs of individual pupils with coordinated planning. 11. Participate in Programmes of Continuing Professional Development: Keep informed of current approaches, teaching strategies innovations and resources relevant to pupils with SBEW so that appropriate interventions can be applied in educational contexts. 12. Any Other Duties: Promote EA values and comply 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 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 Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland OR Hold a Bachelor's Degree (UK Qualification and Credit Framework Level 6) or an equivalent or higher qualification in Youth, Social Work or Educational Psychology Shortlisting by Application Form Experience Have five years demonstrable experience of working with children and young people with SBEW needs. This experience should include the following: a) Experience of implementing strategies for effective management of children with SBEW. b) Experience of working within a multi-disciplinary team to achieve effective outcomes for young people with SBEW. c) Implementing, monitoring and reviewing individual IEP’s/PLP’s or other support plans. Shortlisting by Application Form Knowledge A high level of training to support social, behavioural and emotional wellbeing in young people. Knowledge of current legislation relating to young people with SBEW. Knowledge of the Northern Ireland Curriculum. 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 Knowledge of the Code of Practice on the Identification and Assessment of Special Educational Needs. Knowledge of effective strategies and interventions in relation to individual pupils with SBEW. Knowledge of current legislation relating to young people with SBEW. Knowledge of the Northern Ireland Curriculum. Interview Skills/ Abilities In line with EA’s Game Changing People Model we will look for evidence of: Ability to think creatively. Ability to manage, plan and prioritise organise a caseload. Ability to work under pressure and to deadlines. Ability to design and deliver training programmes relating to SBEW. Ability to communicate effectively (orally and in writing) with a wide range of professionals, parents/carers. 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 Hold a post graduate degree in Educational Psychology or Special Educational Needs. Shortlisting by Application Form Experience Experience in the role of a Special Educational Needs Co-ordinator within a school. Have experience in an advisory/ peripatetic/ outreach role supporting Social, Behavioural & Emotional Wellbeing needs. Have experience in an advisory/ peripatetic/ outreach role supporting educational management including pastoral care, discipline or special needs. Have experience directing and co-ordinating the work of others. 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 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

Develop and implement training and support programs for educational settings and parents regarding social, behavioural, emotional, and wellbeing (SBEW) needs. Provide leadership and consultancy to school senior leadership teams to promote inclusive practices and reduce pupil exclusions.