Cognition and Learning Specialist Team Member Moderate Learning Difficulties

PERSON SPECIFICATION

Section 1 - Essential Criteria

The following are essential criteria 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.

Section 2 - Essential Criteria

The following are additional essential criteria which will be measured during the interview/selection stage in line with EAs Game Changing People Model.

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.

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 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 on GUIDANCE NOTES

To view the applicant guidance notes please clickhere.

To learn about the many great benefits of joining the Education Authority clickhere

The Education Authority is an Equal Opportunities Employer

Job Purpose

Responsible to: Cognition and Learning Specialist Lead / ASEO

The specialist Team member for Cognition and Learning (Moderate Learning Difficulties) will work as part of a regional multi-disciplinary specialist team within the Local Impact Team model to support the delivery of a Local Impact Teams for pupils and schools. The specialist team member will play a leading role in the development of the cognition and learning specialist as well as the supervision and co-ordination of staff and key functional areas of service delivery.

Main Duties and Responsibilities

Management development and co-ordination

• provide co-ordination of agreed functional areas of service delivery;

• contribute to planning target setting and meeting the objectives of service in line with the Specialist Team and wide Local impact Team service delivery plan and action plan;

• work within the broader corporate objectives of the EA and the operational objectives of SEND and Youth Services;

• assist in the development of procedures and protocols regarding the delivery of the service. Disseminate information regarding this to staff within the specialist teams Local Impact Teams other relevant EA staff and to all stakeholders;

• facilitate reporting protocols that are required by the EA;

• co-ordinate requests for involvement and requests to the specialist team;

• plan allocate support and evaluate work undertaken by team members ensuring clear delegation of tasks and responsibilities as required;

• develop systems for monitoring and evaluating the effectiveness of the specialist teams;

• contribute to monitoring reports including statistical evidence regarding the outcomes of the service delivered;

• contribute to the development of a specialism within which all staff acknowledge that they are accountable for the success of the service;

• contribute to the efficient collation and analysis of all related regional data to ensure capacity to meet projected need;

• ensure resourcing is rigorously and effectively monitored reviewed evaluated and deployed when required;

• be compliant with all aspects of DE guidance and statutory frameworks as they apply to this area;

• be aware of existing relevant legislation and of legislative change;

• provide reports that can inform policy and strategic direction using formative and summative information which will guide the future work of the service;

• deputise for the Specialist Lead in instances where senior representation is required;

• provide supervision and management for LIT team members including field and administrative staff as required.

Training advice and support for service users:

Pupils

• facilitate the delivery of a range of interventions deemed to be appropriate to meet the identified needs of the individual child or young person;

• work directly with selected pupils;

• maintain reports of involvement assessment and progress for each child receiving support;

• monitor assess and review pupils progress and the appropriateness of provision maintain records and provide reports at regular intervals.

Educational professionals

• Facilitate advice to schools on policy and practice in relation to meeting the needs of pupils with Moderate Learning Difficulties and the wider area of cognition and learning as required;

• identify the training needs of schools and teachers in relation to meeting the needs of pupils with Moderate Learning Difficulties.

• In consultation with the Specialist Lead devise co-ordinate and contribute to the delivery of the TPL Programme for educational professionals;

• provide advice to schools regarding the educational implications of a pupils learning difficulties and the use of appropriate teaching strategies materials including assistive technology;

• advise schools on reasonable and appropriate adjustments that could be made to promote the effective inclusion of pupils with special educational needs in accordance with the Special Educational Needs and Disability Order (2005).

Families

• promote parental/guardian involvement in supporting the learning needs of the child/young person;

• promote and develop effective partnerships with parents/guardians to support childrens/young persons learning and achievement by facilitating training/information sessions for parents/guardians.

Collaboration and Inter-agency Work

• Encourage a co-ordinated approach in addressing the special educational needs of a child or young person with moderate learning difficulties;

• develop links with other EA officers in relation to the co-ordination of work related to the specialist team;

• engage in meetings and working groups with other EA officers as deemed appropriate to provide a consistent model of service delivery;

• participate in inter-agency initiatives and priorities which are consistent with the needs of children with SEN;

• contribute to meetings both internally and with external stakeholders in accordance with corporate goals service targets multi-agency action plans and EA and DE requirements;

• ensure effective systems are in place for communication and consultation both internally and externally for service related issues;

• liaise and work co-operatively with a range of bodies including DE schools HSCTs other statutory and voluntary agencies on policy matters;

• liaise and work co-operatively with colleagues in other sections of the EA to ensure consistent and coherent approaches;

• plan and co-ordinate courses in consultation and collaboration with other specialist team members Local Impact Team members EA officers and external agencies as required.

Information Technology

• promote the use of assistive technology as a learning tool;

• responsibility for supporting the MIS system regionally in relation pupils with Cognition and Learning Needs.

Continuing Professional Development

• Read investigate and evaluate the development of special educational initiatives as part of ongoing professional development;

• attend courses and conferences in the areas of need associated with the work of the service as deemed appropriate by the specialist lead for cognition and Learning.

Other Duties

• Comply with EA policies and procedures in relation to the duties and responsibilities of the post;

• maintain at all times confidentiality of information received in line with GDPR regulations;

• any such other duties that the EA may from time to time require.

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 clickhere.