JOB DESCRIPTION
REPORTS TO: Head of Service, AAIS
RESPONSIBLE FOR: Delivering the Programme of Offer for the AAIS
JOB PURPOSE
The Advisory Teacher will work within the Education Authority Autism Advisory and Intervention Service (AAIS). The role of the AAIS Advisory Teacher is to deliver training, to offer advice and support to school staff and parents/carers, and to work directly with autistic 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.
MAIN DUTIES AND RESPONSIBILITIES
As detailed on the Teachers’ (Terms and Conditions of Service) Regulations (NI) 1987. In addition to teaching duties the successful applicant will be required to:
1. Advise and support staff working in schools, nurseries and preschool settings
o Provide advice to schools to facilitate school staff addressing the particular learning, social, communication and developmental needs of Autistic pupils;
o Work closely with class teachers, Special Needs Co-ordinators (SENCos) and Learning Support teachers in schools to develop effective strategies and interventions in relation to individual or groups of pupils;
o Encourage a co-ordinated approach in addressing a pupil’s learning, social, communication and developmental needs.
2. Contribute to the implementation of a range of interventions
o Devise and assist the implementation of an individualised learning programme for autistic children and young people;
o Facilitate the delivery of a range of interventions that are deemed to be appropriate to meet the needs of the individual pupil. These may include TEACCH, PECS, behavioural interventions based on the principles of Applied Behaviour Analysis (ABA) and Positive Behaviour Support and Social Learning approaches.
3. Work directly with selected individual pupils
o Contribute to blocks of intervention with pupils who require more specific support in addition to the advice and support provided to the school staff;
o Monitor, assess and review a pupil’s progress and the appropriateness of provision and provide reports at regular intervals.
4. Develop Autistic Specific Training Programmes
o Contribute to the development and delivery of training courses for Teachers, classroom assistants, Learning Support Assistants, other school-based staff, parents/carers and for other professionals. This may also involve working with other EA Officers with expertise in the area of Special Educational Needs.
5. Promote Parental Involvement
o Liaising with the pupil’s parents/carers to encourage their involvement and to offer advice and support as to how they might support their child at home;
o Encouraging liaison between home and school to maximise consistency in relation to the effective strategies that are being implemented to meet the needs of the pupil.
6. Provide Advice to the Education Authority
o By writing educational advice in respect of pupils with Special Educational Needs under the terms of the Education and Libraries (NI) Order 1986.
7. Liaise with other Agencies
o To promote a co-ordinated approach in the assessment and identification of a pupil’s learning, social, communication and developmental needs;
o Engage in multi-disciplinary meetings, as appropriate, to meet the needs of individual pupils.
8. Be involved with Continuing Professional Development (CPD)
o Keep informed of current approaches, teaching strategies and resources relevant to teaching Autistic children and young people so that appropriate interventions can be applied in school contexts.
9. Complete Other Duties
o 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.
PERSON SPECIFICATION
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.
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’ demonstrable experience of directly teaching pupils with Special Educational Needs, arising from a diagnosis autism, in nursery or pre-schools setting, within a mainstream setting, special school, specialist provision attached to a mainstream school and/ or within Pupil Support Services.
Demonstrable experience of a range of appropriate evidence based interventions that can be applied in early years settings to support autistic pupils.
Have experience of working collaboratively with a range of professionals to support children with SEN.
Shortlisting by Application Form
Knowledge
Demonstrable knowledge of appropriate teaching strategies and approaches to meet the learning needs of autistic children in early years settings.
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.
Knowledge
Illustrate a range of experiences of successfully teaching autistic children in early years settings.
Experience and knowledge of using relevant teaching strategies to support autistic children in early years settings.
Experience and knowledge of a range of evidence-based interventions that can be used to support autistic children in the early years.
Knowledge of the Dyad of Impairments associated with a diagnosis of autism and knowledge of the strengths associated with autism.
Knowledge of associated challenges which may be associated with autism and knowledge of appropriate strategies used to support them.
Interview
Skills/
Abilities
In line with EA’s Game Changing People Model we will look for evidence of:
Ability to use appropriate teaching strategies and support packages that can be applied in early years settings to support children with autism.
Have a high degree of interpersonal skills and an ability to use initiative, working logically and with precision.
The ability to engage and communicate sensitively and professionally with families, setting staff and a range of professionals to promote the best interests of the child.
The ability to work as a member of a team and a strong commitment to teamwork.
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 Valueshere.
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.
Qualifications
Completed accredited training on a minimum of two of the following:
* TEACCH
* PECS
* Attention Autism
* PEP-3
* SCERTS
* Interactive Play
* Intensive Interaction
* Zones of Regulation
* Solihull
* Post Graduate Certificate in Autism Studies
* Masters of Science (Autism Spectrum Disorders)
* Masters of Education (Autism Spectrum Disorders).
Shortlisting by Application Form
Experience
Have experience of providing advisory support/training to school staff, parents, colleagues or other professionals.
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 clickhere.
To learn about the many great benefits of joining the Education Authority, click here.
The Education Authority is an Equal Opportunities Employer
#J-18808-Ljbffr