Download Method of Assessment

APPLICATION FOR
Specialist Teaching Assistant - Visual Impairment
CS ST2089
HARROW COUNCIL
Children’s Sensory Team – Visual Impairment
Specialist Teaching Assistant for Children with Visual Impairment
19.5 hours/ wk.* Term time only
These hours will be worked over 3 whole days.
HO2 £7,513 - £ 7,930 without the Braille qualification
HO3 £8,063 - £ 8,570 H03 with the Braille qualification
The role requires the post holder to support pupils with visual impairment in Harrow
schools. The person appointed will be a member of the Children’s Sensory Team.
The main aim of the role is to increase pupil independence, ensure access to the
curriculum, promote learning and support with health and safety needs. Production of
accessible materials for pupils is a key part of the role therefore, word processing skills
are essential.
Braille skills are desirable. However, a post holder who is not qualified in Braille will be
expected to learn Braille in his/her own time. This will be through a RNIB Braille
correspondence course to examination level (BTEC level 3).
You will be supported in their role by an Advisory Teacher for Children with Visual
Impairment from the Children’s Sensory Team.
You may work with one pupil, or a range of pupils, with visual impairment, and pupils
may have additional disabilities/difficulties. You are required to work in any school in
Harrow as directed by the Team Manager.
For an informal discussion please contact
Helen Forbes-Low on 020 8416 8848
Closing date: 1st November 2010
JOB DESCRIPTION / ROLE PROFILE
Job Title:
Grade:
Specialist Teaching Assistant
Children’s Sensory Team- Visual Impairment
H2 – H3 to be reviewed
Directorate:
Children’s Services
Division / Section:
Reports to:
Special Needs Services
Children’s Sensory Team- Visual Impairment
Helen Forbes-Low
Date:
October 2010
1
ROLE PURPOSE
The role requires the post holder to support pupils with visual impairment in Harrow
schools. The person appointed will be a member of the Children’s Sensory Team.
The main aim of the role is to increase pupil independence, ensure access to the
curriculum, promote learning and support with the health and safety needs of the pupil
with visual impairment.
Production of accessible materials for pupils is a key part of the role. Therefore, word
processing skills are essential. Braille skills are desirable, however, staff who are not
qualified in Braille will be expected to learn Braille through a RNIB Braille
correspondence course to examination level.
2
DIMENSIONS
Your line manager is the Team Manager of the Children’s Sensory Team- Visual
impairment. You will be supported in your role by an Advisory Teacher for Children with
Visual Impairment from the Children’s Sensory Team allocated to the pupil you are
working with.
3 CONTEXT
The post holder may work with one pupil, or a range of pupils, with visual impairment,
and pupils may have additional disabilities/difficulties. You are required to work in any
school in Harrow as directed by the Team Manager of the Children’s Sensory Team.
4
MAIN DUTIES / ACCOUNTABILITIES
List the principal duties/accountabilities of the post and the role specific accountabilities.
Note - Minimum accountabilities for equality & diversity, health & safety, training &
development and information security compliance have been included as standard
phrases for all posts. Depending on the level and responsibility of the post enhance
and add to these as appropriate.
A
Generic Duties/Accountabilities - for all posts H11 and Below
1
To ensure compliance with your responsibilities as laid out in the council’s equal
opportunity policy and take an active role in promoting and enabling equality of
opportunity, promoting the diverse needs and aspirations of Harrow’s community,
ensuring equality and diversity is mainstreamed in all service/directorate activities
2
To ensure compliance with your responsibilities as laid out in the council’s health and
safety policy and take an active role in promoting a positive health and safety culture.
3
To promote and participate in the council’s investors in people (IIP) and individual
performance appraisal and development (IPAD) initiatives and information management
best practice.
4
To ensure compliance with the council’s information security policies and maintain
confidentiality.
Service Specific Duties/ Accountabilities
5
Work in close collaboration with staff in schools/ nurseries and teachers from the
Children’s Sensory Team.
6
Contribute to planning for the needs of the pupil.
7
Devise and develop systems for gathering curriculum materials for modifications /
adaptations in advance of lessons. Co-ordinate resources. Liaise with a wide range of
resource providers.
8
Prepare high quality materials in Large Print, Tape, Braille and tactile form. (It is an
essential expectation of this post that the post holder will undertake the RNIB
qualification in Braille). To read and translate Braille.
9
Competently use with training, a range of specialist equipment to support learning e.g.
Brailler, Braille notetaker, heat pens, CCTV, translation/enlarging software/hardware.
10
Provide in class support, this may also include supervising small groups.
11
Encourage increasing independence for the pupil. With school staff, support the pupil’s
health and safety requirements.
12
Reinforce programmes devised by outside professionals. Maintain close links with other
professionals/agencies.
13
Contribute to record keeping. Monitor and evaluate the effectiveness of the support
given. Attend and contribute to review meetings including annual reviews.
14
Contribute to home/school links via the school system.
15
Carry out any other duties that may be commensurate with the post.
5. SELECTION CRITERIA
Note for applicants – The selection criteria specifies the knowledge, experience, skills,
abilities, qualifications and training required to perform the duties of the post for which
you are applying.
In your application you will need to explain how your knowledge, experience, skills,
abilities gained in paid or unpaid work, study or training, meets each of the selection
criteria marked ‘A’ below, including your awareness, understanding and commitment to
equality and diversity in employment and service delivery. If you fail to do so, you will
not be shortlisted.
Shortlisting will be on the basis of assessing the selection criteria marked ‘A’
Ranking
Order
Knowledge Indicator
(Define the knowledge that is essential to the job e.g. particular
legislation related to the job)
a. A firm commitment to equal opportunities, principles and practices.
A belief in the pupils’ right to independence and an awareness of
when to stand back in order to encourage this.
Method of
Assessment
1
b. The ability to prepare and organise high quality curriculum
materials from print copies using a range of equipment, including ICT
and specific software. A working knowledge of Microsoft word and
touch- typing skills.
A, I, T
2
c. The ability to organise and maintain effective record keeping.
1
A, I
A,I
1
Experience
(Specify the range, type and depth of experience required rather than
being general or just specifying the number of years and consider
relevant unpaid work)
a. Successful experience of working with children and class
teachers in a support role
b. The ability to work autonomously and as part of a team
1
c. Experience of using MS word or similar including printing
1
d. Experience of record keeping
A,I
1
e. Experience of working to agreed standards
A,I
2
Education, Qualifications and Training
Method of
Assessment
A,I
A,I
A,I, T
Method of
1
1
1
(Specify only essential qualifications that can be justified and
equivalent qualifications gained outside the UK, consider work related
qualifications e.g. NVQ’s. Remember relevant experience can be in
addition to or instead of qualifications. If no qualifications are
required, this section can be left blank)
A Braille qualification or a willingness to learn Braille on appointment
and complete a course to examination level (Studying is in own time)
Skills and Abilities
(Specify type and level of skills and abilities relevant to the job that can
be measured, e.g. accurate recording)
a. Good interpersonal skills. Including the ability to respond flexibly,
sensitively and positively to others.
b. Ability to support the child and young person with information
presented near to and at distance enabling them to have immediate
access.
Assessment
A,I
Method of
Assessme
nt
A, I
A,I
1
b. The ability to communicate clearly with pupil with a visual
impairment, parents and staff. Including a good recording voice.
A, I
1
c. The ability to work flexibly and independently.
A, I
1
d. The ability to recognise when to seek advice.
A,I
1
e. Have good keyboard skills and word processing skills
A, I, T
1
f. Be able to proof read
A,I,T
1
g. Ability to manage workload and meet deadlines
A, I
1
h. Be positive and willing to change working environments as directed
by the Team leader
A, I
Other Essential Factors
Method of
(Specify criteria directly related to the job e.g. ability to work unsocial Assessme
hours, physical requirements, distinguish between ‘need’ and nt
‘convenience’ so it is justifiable and not discriminatory e.g. to women or
disabled applicants. Include Genuine Occupational Qualifications or
Requirements (GOQ’s or GOR’s) here if an essential requirement
Method of Assessment:- A – Application,
I – Interview,
T - Test