ACERS Teaching JPR 6

ACERS Teaching JPR 6

Lancashire County Council

Job description for the post of:Teacher - Personalised Learning
Directorate: Children and Young People / Location:
Establishment or team: / Alternative and Complementary Education and Residential Service / Post number:
Grade: / MPS/UPS + 1 SEN allowance + TLR 2.1 / Line manager: / Headteacher / Car user: / Teacher
Staff
responsibility: Teaching Assistants and other support staff, as appropriate / Number of staff
directly supervised: / Which business plan covers this post?ACERS
Core Purpose
Making Lancashire a place where everyone matters. A place where everyone can enjoy equal and quality life chances and be respected in their communities.
Corporate Objectives.
Lancashire a place where people can:-

Feel safe
Lead healthy lives
Get help if they need it
Learn and develop
Work and prosper
Travel easily and safely
Enjoy a high quality environment

The purpose of this job is:
To carry out the professional duties in accordance with the requirements of the conditions of employment of teachers, contained in the School Teachers' Pay and Conditions document, the Education Act 1996, other current educational and employment legislation and the Authority's rules and regulations.

To assist the Headteacher with developing policy, practice and targets for the provision.
To teach in the schooland to evaluate standards of pupils’ achievements and set targets for improvement.
To assist the Headteacher with assessments, paperwork, recording and reporting for pupils within the school/centre.
To assist the Headteacher in working alongside schools and other agencies and providers involved in the re-integration of pupils.
To work alongside schools and other agencies and providers to offer support in preventing exclusion.
To work within a multiagency framework to respond to pupil need.

The service will be subject to continuous review; therefore responsibilities outlined may change after consultation but initially will be as follows:
Core Tasks

To assist with developing and implementing policy and practice for the provision, which reflects the school’scommitment to high achievement and effective teaching and learning.
To use assessment and other data effectively to identify pupils who are underachieving in any subject and, where necessary, create and implement effective plans for action to support those pupils, including Statutory Assessment, where appropriate.
To analyse and interpret relevant national, local and school data, plus research and inspection evidence, to inform policies, practices, expectations, targets and teaching methods.
To assist the Headteacher in providing short, medium and long term plans for the development and resourcing of subjects taught in the school.
With support from Senior Managers, to monitor the progress made in achieving subject plans and targets, evaluate the effects on teaching and learning, and use this analysis to guide further improvement.
To teach throughout the school/centre or within agreed areas, ensuring curriculum coverage, continuity and progression for all pupils, including those of high ability and those with special educational.
To ensure effective teaching of groups and individuals, so that teaching objectives are met and best use is made of teaching time.
To evaluate the resource needs for teaching and learning and advise the Headteacher of any changes or additions needed.
To ensure the effective and efficient management and organisation of learning resources for teaching and learning, including information and communications technology.
To establish and maintain a purposeful working atmosphere and set high expectations for pupils’ behaviour.
To ensure effective development of pupils’ literacy, numeracy and information technology skills through subjects taught.
With the support of the Headteacher, to establish and implement clear policies and practices for assessing, recording and reporting on pupil achievement, and for using this information to recognise achievement and to assist pupils in setting targets for further improvement.
To ensure that information about pupils’ achievements in their current or previous school or provision is used effectively to secure good progress.
To establish clear targets for pupil achievement, and evaluate progress and achievement in the subject by all pupils.
To work with staff in the school to ensure that individual education plans are used to set subject-specific targets and match work well to pupils’ needs
To undertake pastoral and tutorial responsibilities for a group of pupils or for an individual pupil, as appropriate.
To ensure that support for the behaviour management of pupils and/or the medical needs of the pupil is consistent with the school’s policies and programmes
To contribute to activities which will provide opportunities for pupils’ social and cultural development.
To set a good example to the pupils, through presentation and personal and professional conduct.
To work with the Headteacher, pupils, schools, parents/carers and other providers and agencies to achieve successful levels of re-integration.
To establish a partnership with parents/carers to involve them in their child’s learning of subjects, as well as providing information about the curriculum, attainment, progress and targets.
To help support staff to achieve constructive working relationships with pupils.

To establish clear expectations and constructive working relationships with support staff involved with subject teaching, including team working and mutual support; developing responsibilities and delegating tasks as appropriate and evaluating practice.
To maintain good order and discipline among the pupils and safeguard their health and safety both when they are authorised to be on school premises and when they are engaged in authorised school activities elsewhere.
To sustain their own motivation and, where possible, that of other staff involved in working with the pupils’.
To provide support and guidance, where appropriate to schools and other agencies and providers working on preventing exclusions.
To participate in meetings arranged for any of the purposes described above.
To participate in arrangements for Performance Management.
To participate in arrangements for further training and professional development.
To participate in meetings at the school which relate to the curriculum or administration or organisation of the school, including pastoral arrangements.
To assist in the preparation, monitoring and revision of individual education plans.
To facilitate, organise and implement personalised programmes including work experience, outdoor education and attendance at other providers where appropriate.
To undertake any other duties and responsibilities which are consistent with the grade and expertise required of the postholder as may be required from time to time.
To ensure the development and progression of equality within the sphere of responsibility of this job description and the fair and equal treatment of all pupils, parents/carers, staff, other personnel in the school or working with the school.

Specific Tasks

Support the creation and implementation of the School Development Plan, especially as it relates to Personalised Learning and to take responsibility for appropriately delegated aspects of it.
Support all staff in achieving the priorities and targets the school sets and monitor the progress of those which relate to Personalised Learning.
Support the effectiveness of the school’s policies and developments and analyse their impact on Personalised Learning.
Organise and co-ordinate training, support and advice on the management and implementation of the Personalised Learning policy and practice throughout the school.
Review provision for the whole school, analyse data at pupil, cohort and whole school level to put in place personalised programmes.
Deploy, guide and support Learning Support Workers.

To determine, organise and implement, in collaboration with other appropriate persons or bodies, a curriculum which:

Follows the Authority's curriculum policy as modified by the ACERS management and Management Committee, whilst fulfilling the requirements of the statutory curriculum and in line with the DfE curriculum guidance for Pupil Referral Units.
Is relevant to the needs, experience, interests, aptitudes and stages of development of all pupils, including those with Special Educational Needs where modification and disapplication policies of the National Curriculum may apply.
Is appropriate to the school's present and likely resources.
Fulfils the Headteacher's prevailing statutory duties in relation to the National Curriculum and Religious Education.

Leadership

To co-ordinate the production and review of school policy and guidelines on personalised learning.
To contribute to the formulation, monitoring and review of the school development plan on personalised learning related priorities.
Identify individual programmes needed to meet the needs of all pupils and advise the head teacher of priorities for expenditure and human resources.
Ensure provision of personalised programmes is clear to all staff.
Encourage all members of staff to recognise and fulfil their statutory responsibilities for all pupils.
Disseminate good practice in using data to support future planning across the school.

To develop means whereby:

Schools policies on curriculum, assessment, recording and reporting become effective teaching and learning schemes and arrangements.
The learning and teaching provided by different teaching teams or staff form and /or other providers lead to a co-ordinated, coherent inclusive curriculum for individuals.

Standards and quality assurance:

Support the aims and ethos of the school.
Set a good example in terms of dress, punctuality and attendance.
Attend and participate in open evenings and school functions.
Uphold the school’s behaviour policy.
Participate in staff training.
Attend team and staff meetings
Develop links with the management committee, Local Authority and area schools.

In addition specific duties to be agreed with the Headteacher. (INSERT ANY SPECIFIC DUTIES OR SUBJECT RESPONSIBLITIES)
Note: In addition, other duties at the same responsibility level may be interchanged with/added to this list at any time.
Prepared by: / Date:

The above form sets out the area of work in which duties will generally be focused, and give an example of the type of duties that the postholder could be asked to carry out. PLEASE NOTE that this is for guidance only. Postholders are expected to be flexible and to operate in different areas of work/carry out different duties as required.

Equal opportunities

We are committed to achieving equal opportunities in the way we deliver services to the community and in our employment arrangements. We expect all employees to understand and promote this policy in their work.

Health and safety

All employees have a responsibility for their own health and safety and that of others when carrying out their duties and must co-operate with us to apply our general statement of health and safety policy.

Safeguarding Commitment

We are committed to protecting and promoting the welfare of children, young people and vulnerable adults.

Customer Focus

We put our customers' needs and expectations at the heart of all that we do. We expect our employees to have a full understanding of those needs and expectations so that we can provide high quality, appropriate services at all times.

Skills Pledge

We are committed to developing the skills of our workforce. All employees will be supported to work towards a level 2 qualification in literacy and/or numeracy if they do not have one already.

Lancashire County Council

Person Specification Form
Job title: Teacher / Grade: MS +1 SEN
Directorate: Children & Young People / Post number:
Establishment or team:
Alternative and Complementary Education and Residential Service
Requirements
(based on the job description) / Essential (E)
or
desirable (D) / To be identified by: application form (AF),
interview (I),
test (T), or
other (give details)
Qualifications
Qualified Teacher Status with a successful NQT year completed. / E / AF
Degree or equivalent. / D / AF
Qualifications in SEN. / D / AF
Evidence of continuing professional development related to SEN and challenging behaviour. / D / AF
Experience
Recent successful teaching in the appropriate phase. / E / AF/I/R
Experience of teaching pupils with SEN, particularly those experiencing behavioural difficulties/disaffection. / E / AF/I/R
Recent and relevant training experience. / D / AF/I
A secure knowledge and understanding of a specialist subject, including progression within the subject. / E / AF/R
An understanding of the relevant aspects of the National Curriculum. / E / AF/I/R
An understanding of National Strategies. / D / AF/I
Curriculum review and development. / D / AF/I
National Curriculum assessment, recording and reporting. / E / AF/I/R
Set clear targets for pupils' learning, building on prior attainment. / E / AF/I/R
Involvement in establishing and developing successful policies and procedures. / D / AF/R
Development planning and evaluation. / D / AF/I
Experience of resource management. / D / AF/I/R
Knowledge, skills and abilities
Establish successful relationships at all levels and have good communication skills both verbal and written. / E / AF/I/R
Ability to work within a team. / E / AF/I/R
Ability to participate in multi agency practice, delivery, policy and developments. / D / I
To understand the needs of mainstream schools. / E / I
To be aware of Child Protection policy/procedures. / E / AF/I
Awareness/commitment to Equality and Diversity. / E / AF/I/R
Requirements
(based on the job description) / Essential (E)
or
desirable (D) / To be identified by: application form (AF),
interview (I),
test (T), or
other (give details)
To be able to work in partnership with pupils, parents, schools and the community. / E / I/R
To be able to manage change in a supportive environment. / E / I
Willingness to undertake training in Behaviour Management and Care and Control. / E / I
Skills in ICT. / E / AF/I
Subject Leadership in (subject). / D / AF/I
Knowledge of ECM agenda. / E / AF / I
Other (including special requirements)
Access to car / D / AF/I
Requirement to work at another ShortStaySchool or other service area if required. / E / AF/I
Commitment to equality and diversity / E / I
Commitment to health and safety / E / I
Commitment to attendance at work / E / I
Application Form and Letter
The form should be fully completed and free from error and the letter should be clear and concise and related to this specific post / E / AF/I
Confidential References and Reports
References should provide a strong level of support for relevant professional and personal knowledge, skills and abilities related to above / E / R
Positive recommendation from current employer / E / R
Satisfactory health and attendance record / E / R

R:\ACERS\ACERS Central\Human Resources\Templates and Procedures\ACERS Teaching JPR 6 Teacher - Personalised Learning.doc

ACERS Teaching JPR 6

Special Requirements

R:\ACERS\ACERS Central\Human Resources\Templates and Procedures\ACERS Teaching JPR 6 Teacher - Personalised Learning.doc

LPRS Teaching JPR 6

Prepared by: / Date:
Note:We will always consider your references before confirming a job offer in writing.

LANCASHIRE COUNTY COUNCIL

PRE-EMPLOYMENT RISK IDENTIFICATION FORM (R.I.F.)

(NB Completion of this form does not fulfill the requirement to undertake a general risk assessment under the management Health and Safety at Work Regulations 1999)

A Pre-employment Risk Identification Form must be completed by the Headteacher/Head of Service/Line Manager. If any assistance is required in completing this form, please contact the Health and Safety Team.

This form must accompany the Vacancy Authorisation Form (REC1) when requesting clearance to advertise and accompany any referral to the Occupational Health Service for the pre-employment medical clearance of a candidate for appointment.

CONFIDENTIAL

Team/Establishment / Alternative and Complementary Education Residential Service
Post/Job title / Teacher – Personalised Learning
Description of main activities the employee will be required to undertake (or attach job description)(see attached Job Description)
Form completed by: (print name)

A.The job to which this form refers will or may involve one or more of the following activities. (Please indicate YES or NO)

Managers should note that if any of the following 10 activities are involved, there is an automatic requirement for a pre-employment assessment by Occupational Health and, possibly, for subsequent Health Surveillance.

YES / NO
1 / Work at heights (e.g. over 2m from tall step/extension ladders; scaffold towers, roofwork etc).
2 / Work in excessively noisy environments above statutory control limits (Highly unlikely to include examples associated with any office environments. Examples might include use of woodworking machinery, road drilling, masonry cutting etc).
3 / Work in unusual environmental conditions (e.g. where access or egress or free flow of air may be restricted or where there may be a build up of gases, vapours or fumes or the use of breathing apparatus is required).
4 / Use of hand operated tools and equipment known to be associated with hand arm vibration syndrome (e.g. percussive metalworking tool; rotary handheld tool [not floor polishers]; grinders; percussive hammers and drills etc).
5 / Driving Lancashire County Council Vehicles or transporting others in own vehicle (to include only those driving HGVs over 7.5 tons, PCVs, minibuses (i.e. requiring MIDAS qualification) and anyone regularly transporting, as part of their normal duties, more than 3 other persons).
6 / Some contact with hazardous substances (e.g. chemicals with an orange warning label indicating: very toxic; toxic; harmful; corrosive; sensitising by inhalation/skin contact; carcinogenic; mutagenic; toxic for reproduction; professional bio/pesticides; organophosphates; gluteraldehyde; latex gloves).
7 / Prolonged or frequent exposure to machine generated wood dust, or other heavy or excessive concentrations of mineral dust.
8 / Work with lead or lead-based products (e.g. some paints).
9 / Food handling/preparation (of raw or uncooked food only).
10 / Occupational fieldwork or work in extreme conditions (e.g. involving excessive heat or cold or frequent walking for long distances over rough terrain in all weather conditions, forestry/countryside work).

B.The job to which this form refers will or may involve one or more of the following activities. (Please indicate YES or NO)

This section is for the information of applicants and does not facilitate a referral to Occupational Health.

If employees require advice concerning any of the risks identified, they should consult with their Line Manager.

YES / NO
11 / Face to face contact with the public/service users (e.g. at sensitive front line posts re abuse, aggression, assault).
12 / Working in isolation/lone working.
13 / Work with electrical wiring (e.g. colour blindness).
14 / Work where there may be an increased risk of needlestick injuries or blood borne infections HIV; Hepatitis B; Hepatitis C: (e.g.site supervisors; site work, grounds or buildings maintenance, gardeners; some carers).
15 / Work that may bring the employee into contact with rats, rat contaminated ground or other animals or livestock (e.g. risk of weils disease, other animal borne diseases, zoonoses).
16 / Manualhandling (other than routine office/administrative lifting and carrying e.g. assisting / moving service users with mobility problems, portering type activities).
17 / Working with vulnerable service users (e.g. children with disabilities; the elderly; children/adults with learning difficulties; alcohol/drug abusers).
18 / Work involving repetitive movements or forced posture (e.g. twisting, screwing, movements of the hands wrists, arms and/or shoulders awkward body and limb posture or excessive force, bending, kneeling).
19 / Work as a regular display screen user (where more than 1/3 of a person's time is spent using DSE continuously over any 1 month period).

Any other occupational hazards/comments that you consider to be relevant to the post which are not included above: