BEHAVIOUR COORDINATOR JOB DESCRIPTION & PERSON SPECIFICATION /

JOB DESCRIPTION Behaviour Support Team Coordinator

Behaviour support team coordinator:Accountable to Head of Integrated Working

  1. JOB SUMMARY

The post holder will be the coordinator for The Bridge School behaviour support team and will have knowledge and skills in positive behaviour management and approaches to promote this. The post holder will be required to work independently and have the skills and experience to enable autonomous practice in all areas including consultation responsibilities, service delivery and decision making.

The main purpose of the post is to develop and maintain a coordinated and consistent approach across the Bridge school and with families who attend the school around positive behaviour management.

Main duties

  • To support the senior leadership team / head of integrated working to develop systems to support positive behaviour management approaches across the school.
  • To operationally line manage members of the behaviour support team including providing regular supervision and supporting prioritisation of workload.
  • To undertake, document and feedback observations of individual children/ and or classes using the systems developed by the BST.
  • TO maintain records and to develop systems to support on-going comparative analysis of behaviour across the Bridge school by frequent review of accident book and incident reports as well as behaviour diaries (held by individual children and young people)
  • To work as part of a larger integrated team to develop Behaviour Support Plans and Guidelines.
  • To keep records of own work, develop record keeping across both sites and support staff to complete records.
  • To work with the outreach team specifically relating to behaviouralissues
  • To develop system for ensuring that debriefing of staff is consistent and documented to ensure lessons are learnt.
  • To develop and deliver training; whole site/school staff meetings with the team to support the use of positive behaviour management across the school.
  • Attend relevant TAC and Looked After Children reviews and other meetings when appropriate following discussion with the BST.
  • To become/remain a Team Teach trainer. To develop the confidence of staff to use and reflect on the use of Team Teach principles and physical interventions in real life situations and in training.
  • To work with sensitivity and expertise to attend to the needs of an ethnically and culturally diverse client group, many of whom are refugees, asylum seekers or speak English as second language
  • To consult and/or work jointly with multi-disciplinary professionals from CAMHS, where they are working with family issues concerning severe, complex or life-limiting disability and provide senior expertise in this specialist clinical area.
  • To maintain records consistent with confidentiality and in keeping with professional practice, particularly attending to accuracy and evaluation.
  • To prepare reports on children and their families and to contribute to multi-disciplinary team reports for internal and external purposes.
  • To ensure the highest professional standards by maintaining, initiating and managing a continuing professional development plan.
  • To participate in performance appraisal as determined.
  • To maintain a highly specialised knowledge base in the field of severe and complex special needs and associated health and other interventions, to be aware of the research basis for these interventions and to update this knowledge regularly. To participate in the dissemination of evidence-based practice developments internally and externally as required.
  • To maintain a highly specialised knowledge and skill base about developments in child protection policy and practice
  • To remain up-to-date with relevant local and national developments in policy, practice, legislation, guidance and associated enquiries in this specialist area.
  • To keep up to date with local information and services and signpost families where relevant

PERSON SPECIFICATION
Post Title: /
Behaviour Coordinator
School: / The Bridge London and Professional Training Centre
Professional qualities and skills / Essential
  1. Knowledge of positive approaches to behaviour management
  2. Experience with pupils presenting challenging behaviour.
  3. Considerable experience of working in a special school environment
  4. Considerable experience of advising staff/parents on behaviour management techniques
  5. Experience ofengaging successfully with a wide range of agencies
  6. Evidence of flexibility and being open to new ideas.

Professional qualities and skills / Desirable
  1. An appropriate qualification for the role.
  2. Graduate.
  3. Line management experience.
  4. Team Teach Trainer.

Personal qualities /
Essential
  1. Evidence of good interpersonal skills and the ability to work as member of a team and develop and maintain good relations with all members of the school community. To work co-operatively with staff from a range of agencies as required.
  1. Evidence of the ability to communicate clearly and concisely both orally and in writing and to produce technical and financial information in a way that is comprehensible to lay persons.
  2. Evidence of an understanding and commitment to Equal Opportunities both in service delivery and employment, and an understanding of its effective operation within a school.

Jan 2013

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STA - Behaviour

The electronic version of this document is the latest version. It is the responsibility of the individual to ensure that any paper material is the current version. Printed material is uncontrolled documentation