Learning Mentor - Literacy Support
Learning Mentor - Literacy Support
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Job Description
JOB TITLE:
Learning Mentor Literacy Support (Senior Executive Officer)
REPORTS TO:
TBC
JOB PURPOSE
To provide a complementary service to existing teachers and pastoral staff in the schools addressing the needs of the children who need help to overcome barriers to learning both inside and outside the school in order to achieve their full potential.
She/he will work intensively with young people who have been identified as requiring particular emphasis of this work is to provide a nurturing environment to help these pupils achieve their academic potential by minimising learning will be done by delivering needs led programmes of support in a diverse will involve working with parents and a range of partners who will form a support structure and will be multi-disciplinary in nature.
MAIN DUTIES AND RESPONSIBILITIES
Work with Pupils and Parents
To develop a one to one mentoring relationship with young people needing particular support where necessary aimed at achieving agreed goals.
To work with small groups of young people needing support.
To ensure the development of needs led programmes in support of young people including programmes that are curriculum related and have a direct relationship to work that is ongoing in the school.
To provide support to young people in a variety of ways and within a flexible working approach.
To have knowledge and appreciation of the range of activities courses opportunities organisations and individuals that could be drawn upon to provide extra support for pupils.
To develop and co-ordinate a peer mentoring programme in school.
Work with parent/carers
To maintain regular contact with families/carers of young people in need of extra support to keep them informed of the young persons needs and progress and to secure positive family support and involvement.
To negotiate home visits in order to establish relationships based on respect and trust with parents/carers of families.
To develop a parents resource point in school to include a range of materials reflecting the different facets of support and programming aimed at supporting young people and their parents and which can be used by parents at home.
Working in partnership
To liaise with relevant agencies/disciplines to promote an integrated holistic approach to service delivery and ensure that there is a wide resource pool to support the programme.
To establish links with current partnership groups e.g. community after school provision.
To work collaboratively with current in-house support structures.
To promote active co-operation between the home school and community in supporting vulnerable children.
To work alongside practitioners from other disciplines to ensure school staff are involved in the development of the initiative.
To network with other learning mentors and share best practice.
To disseminate good practice among other educational bodies.
Training responsibilities
To develop and provide staff training in mentoring techniques.
To ensure that parents can access opportunities to undertake training.
Administration/Finance
To be responsible for all administrative and financial matters relating to the work in their respective area.
To product monthly reports.
To manage the budget for the parenting programme so that it is spent in an appropriate and efficient manner.
To establish appropriate recording mechanisms in relation to the work.
To monitor the projects development and the progress of the participants against targets on a monthly basis.
To comply with all the requirements of Health and Safety and Child Protection legislation taking appropriate action where necessary.
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.
JE Ref: 05.07.04 (evaluated at SEO)
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 toshortlist only those applicants that it believes most strongly meet thecriteria for the role.
- In the event of an excessive number of applications the Selection Panel also reserves the right to apply any desirable criteria asoutlined 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 areessentialcriteria which will initially be measured at the shortlisting stage and whichmay 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
5 A*-C GCSEs including English and Mathematics (or equivalent)
3 A Levels (or equivalent)
Shortlisting by Application Form
Experience
Minimum of 1 years demonstrable experience in a relevant school support role
Minimum of 1 years demonstrable experience in use of data and IT systems to track record and monitor pupil progress - KS3 or KS4/5 in a post primary school setting
Minimum of 1 years demonstrable experience of collaborating with relevant stakeholders in support of the pupil - KS3 or KS4/5 in a post primary setting
Experience of working with Newcomer pupils
Shortlisting by Application Form
SECTION 2 - ESSENTIAL CRITERIA
The following areadditionalessentialcriteria which will be measured during the interview/selection stage.
Factor
Essential Criteria
Method of Assessment
Knowledge
Demonstrable knowledge of effectively engaging pupils who present with barriers to their learning as a result of their levels of literacy/newcomer status
Demonstrate experience of developing positive relationships with pupils staff and parents
Evidence of knowledge of the role of a learning mentor for improving outcomes at KS3 where Literacy levels present a challenge
Interview
Skills/Abilities
Effective communication and interpersonal skills
Proven effective planning and organisational skills and ability to work under pressure to meet deadlines
Ability to solve problems use initiative and be flexible
Ability to work as an effective member of a team and to motivate self and others
Ability to motivate and inspire pupils to engage with education
Interview
Values Orientation
Evidence of how your experience and approach to work reflect the schools values/ethos. You will find information about the schools values/ethos on our school website
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
Experience/ Knowledge
Minimum of 1 years demonstrable experience of working with young people to support their literacy levels.
Level 5 qualification in a literacy-based subject
Shortlisting 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 youWILLbe 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 atNI Director theDepartment of Justice.
Employment Type
Advisor
