POSITION DESCRIPTION

Position Details

Position Title:Early Intervention Teacher

Fixed Term

Team:Early Supports Team

Location:Auckland, Royal Oak based

Our Foundation Statement

Te Hunga Haua Mauri mo nga Tangata Katoa

This statement forms the foundation of our identity and means that all people have Mauri, unique life force, and that we value every person equally.

Our Vision

Including All People

CCS Disability Action has a vision that every disabled person will be included in the life of their family and community.

To achieve our vision we are taking action to make Aotearoa/New Zealand a society where everyone plays their part to include all people - family members, friends, Hapu, Iwi, educators, health workers, business people, employers, councils, Government, community agencies and the public.

Our Purpose

To strengthen communities and provide support so people with disabilities are included in the life of their family and in their community.

Reports to

Team Leader – Early Supports

Functional Relationships

Internal to CCS Disability Action

  • Other Team Members
  • Other Early Intervention Teachers and Speech Language Therapists
  • Senior Coordinator
  • Team Leader
  • CCS Disability Action Staff, Paraprofessionals, independent contractors and volunteers
  • Disability Action Team
  • Niho Tupu
  • CCS Disability Action Local Advisory Committee
  • CCS Disability Action Members
  • CCS Disability Action Staff National Office and other Branches

External to CCS Disability Action

  • Children, their family/whanau and supportnetworks
  • Iwi, hapu and Maori organisations within the region
  • pacific people, fanau, aiga and matai and matua, refugee and migrant groups within the region
  • Referral agencies
  • Early Childhood Education Staff and Ministry of Education Staff
  • School Staff
  • Needs Assessment agencies
  • Related disability and other community organisations
  • State sector Agencies

Position Description

The Early Intervention Teacher, a member of the Early Supports Teamof CCS Disability Action AucklandRegion,provides early Intervention services to children (and where appropriate adults) across the Auckland region.Early intervention teachers work in partnership with individuals and their families to develop and implement a range of flexible community options which enable them to remain strong and connected to their family and community.

Services are developed and delivered in such a way that they reflect our commitment to supported lifestyles and community development and are in line with the organisations’ strategic priorities document.

General Competencies

The following general competencies are required for this position:

Understanding of and Commitment to Realising the Rights and Aspirations of Disabled People

Commitment to the principles and rights outlined in the UN Convention on the Rights of people with disabilities and the NZ Disability strategy and linking those into your everyday work.

Understanding and Commitment to Maori as Tangata Whenua

Commitment to the articles and principles of the Treaty of Waitangi. Linking these with all aspects of service provision and the operations of CCS Disability Action. Engaging with bicultural developments. Knowledge of and respect for Tikanga and Te Reo.

Support of Disability Leadership

Commitment to actively support and encourage disabled people taking on leadership roles in their own lives, within CCS Disability Action and within the wider community.

Focus on Outcomes for Disabled People

Identifying, responding and delivering services to achieve the agreed outcomes expected by disabled people. Working effectively together with disabled people, their families/whanau and communities to achieve their stated outcomes, while managing these expectations within internal organisational and external constraints. Knowledge of current approaches to and tools for improving service quality and the achievement of quality outcomes. Understand and promote the interests and rights of people with disabilities to the organisation at all levels.

Relationship Management

The ability to develop and sustain constructive relationships with a wide range of individuals, organisations and others to assist in achieving outcomes for disabled people. Excellent skills in maintaining and developing trusting and accountable relationships with individuals and families and other relevant internal and external stakeholders.

Communication Skills (written and oral)

The ability to express thoughts and ideas clearly and effectively, both in writing and orally, to a range of audiences in a variety of situations. Ability to change the method and style of communication when required to deliver a message effectively. Ability to receive communications from others and to make an appropriate response.

Interpersonal Skills

Commitment to interact with others in a way that shows understanding of and respect for their realities and concerns. Ability to reflect on and think about the effect of one’s own behaviour, being able to change this behaviour to accommodate the needs of others and where appropriate ability to acknowledge the impact of one’s own behaviour on others. Ability to present a point of view in a way that leads to productive outcomes, and identifying alternatives and negotiating a satisfactory resolution to the conflict

Team Approach

Ability to work co-operatively with others, to enhance and strengthen the diverse contributions of team members and to creatively build a way forward. Commitment and ability to proactively identify conflict and disagreement and willingness to manage and resolve those constructively. A flexible approach and a willingness to carry out tasks not ordinarily part of your own role. Willingness to make a contribution and take responsibility when this is in the best interests of disabled people and the organisation as a whole

Self Management

Ability to identify what needs to be done, and to organise and motivate yourself to do it. Proactively identifying potential opportunities, problems or risks and initiating action to address these. Being prepared to tackle areas outside your immediate area of responsibility and expertise. Taking personal responsibility for managing workload to produce quality work, develop and work towards achieving a work plan including the delivery of outcomes within deadlines. Ability to manage yourself and your workload in environments of competing demands. Ability to adjust your approach as requirements change and cope with and move beyond any setbacks.

Understanding of Sector Contexts

Understand and ability to work within the contexts of the community and disability sectors, as well as working with government agencies to achieve outcomes for disabled people and the organisation’s strategic priorities.

Working with Diversity

Ability to recognise and support cultural diversity as a positive contributor to the lives of disabled people and the organisation. Ability to relate to people from diverse backgrounds in a way that recognises and respects their cultural norms. Proactively seek opportunities to learn about cultural diversity and create opportunities for people from diverse backgrounds to contribute to the organisation.

Leadership Skills

Ability to critically reflect on self and commitment to ongoing personal and professional growth and development. Ability to work positively and constructively with people to build a sense of common purpose and direction. Ability to work with others to facilitate the development of a vision, to hold that vision and enthuse and motivate others to work together achieving that vision. Ability to build effective, cooperative teams. Commitment to being accountable and holding others to account.

Early Intervention TeacherCCS Disability Action, Northern Region, March 20121

Position specific Tasks and Competencies- Early Intervention Teacher

In addition to the general competencies above, the following key tasks and performance indicators are outlined to indicate the skills, knowledge and personal attributes required to achieve the outcomes for this position.

Key Results Area / Key tasks / Performance Indicators
Service Delivery
ACCESS AND ENGAGEMENT:
ASSESSMENT AND ANALYSIS:
PROGRAMME PLANNING:
IMPLEMENTATION AND REVIEW:
CLOSURE, FOLLOW UP AND REFLECTION: / Work in partnership with parents/whanau/caregiver, respecting the wishes, concerns, priorities and resources of the family.
Facilitate parent to parent support where appropriate.
Promote educational practices that reflect and respect cultural diversity.
Identify and access specialist staff as required (including Speech language therapist, Psychologist, Resource Teachers of Hearing/Vision) and ensure processes for ongoing liaison are developed.
Manage an active caseload across -the contracts where required.
Liaise with Senior Coordinator, Early Supports Team and, at times GSE, for PP support for identified children.
Promote and model inclusive attitudes and strategies.
Identify risks and pro-actively communicate those and other issues of concern to the Senior Coordinator/Team leader.
Understand the service specifications of all relevant contracts.
Work together with others to ensure contract requirements are met.
Establish and maintain relationships with community agencies and groups with a responsibility for/or connections with the people we support (including agencies working with Maori, Pacific and other communities).
Actively participate in and identify opportunities for collaborative initiatives.
Identify trends, concerns and issues and articulate to appropriate agencies.
Use holistic methods of activity based assessments to develop appropriate teaching plans/strategies for development.
Ensure each child has a current Individual Plan (IP) that is based on up-to-date information about the child’s strengths and needs and is regularly monitored and evaluated.
Reports are provided accurately and in time.
Work within EC centres or the home to develop a programme within the framework of Te Whaariki.
Liaise with Senior Coordinator, Early Supports Team and, at times GSE, for PP support for identified children.
Ensure each child has a current Individual Plan (IP) that is based on up-to-date information about the child’s strengths and needs and is regularly monitored and evaluated.
Develop teaching strategies to support goals, as identified in the IP.
IPs and programs are developed in line with Te Whaariki.
Promote and model inclusive attitudes and strategies.
In collaboration with the Resource and Support team, recruit, employ, train and support Paraprofessionals (PPs) to support identified children, ensuring the family/whanau are fully involved.
Advocate for and facilitate the transition process of children into community EC Centres, School and thewider community.
Submit relevant information, including Ongoing and Reviewable Resourcing Scheme (ORRS) to MOE.
Maintain, upgrade and, where possible, purchase equipment in line with child’s needs, reflecting and respecting culturally appropriate practices, being mindful of the budget available.
Assist families to plan ahead for transitions and where appropriate assist families through those transition periods and beyond.
Coordinate children’s service delivery, meeting Accredited Service Provider (ASP) standards and requirements.
Work effectively with other staff to ensure smooth transitions for people we support..
Involve families/whanau in the evaluation of the services and make them aware of the process to give feedback or make complaints about the services received
Identify gaps in services, barriers in communities and opportunities for new developments and communicate to Senior Coordinator/Team Leader. / Disabled children and their families/whanau are provided with the information necessary to make informed choices, to advocate and use their own skills successfully
Venue and time for any meeting, including IP meetings, is suitable for the family/whanau.
Parent to Parent support is in place where appropriate.
Utilization of a range of educational practices that reflect and respect cultural diversity is evident
Quality support services meet the needs and aspirations of disabled children and their families/whanau, showing creativity, flexibility and responsiveness.
Disabled children and their families/whanau are provided with the information necessary to make informed choices, to advocate and use their own skills successfully.
Relationships are developed that value the experience and aspiration of disabled children and their families/whanau.
Specialist staff have regular contact with child and family in the most appropriate setting and their visits are integrated into daily routines and/or programmes.
Caseloads are managed across contracts where appropriate.
Provide information, including information about the full range of education opportunities.
An IP/Case conference is developed for each child within three months of enrolment.
Teaching plans reflect a trans-disciplinary approach
Relevant and full information is given to disabled children and their families/whanau.
Children are included in the contract process in consultation with the Team Leader and MOE.
Selection of equipment enhances children’s programmes and is culturally appropriate.
Coordination and provision of Specialist Support for identified children is done in consultation with family/whanau and falls within EI budget.
Risks are identified and proactively managed.
Engaged and active relationships are in place with relevant agencies.
CCS Disability Action is an active partner in collaborative initiatives enhancing the rights of disabled people and staff
Assessments are comprehensive, (utilizing information gathered from observations, parents’ and other specialists’ observations) and ongoing and occurs in the usual settings of the child.
Records stipulate specific developmental goals and strategies.
IP’s are current and based on up to date information (including information recorded through observation, assessments, parent and team discussion) and are monitored and reviewed regularly
IP’s are updated at least every six months and all relevant information is gathered prior to the IP meeting.
Contract requirements are clearly identified and effectively managed.
All reports required are accurate and delivered in time.
ECE focus reflects quality practices, based on the Te Whaariki curriculum first of all and other relevant evidence based research. These practices are aligned to the organisational values and strategic priorities.
Records stipulate specific developmental goals and strategies.
IP’s are current and based on up to date information (including information recorded through observation, assessments, parent and team discussion) and are monitored and reviewed regularly.
Systematic teaching strategies are used to implement IP goals.
Programmes are implemented within naturally occurring activities.
Teaching plans reflect a trans-disciplinary approach.
Service’s focus is on achieving quality outcomes for disabled children and their families/whanau
PPs are recruited, employed, trained and supported to provide supports to identified children.
Selection of equipment enhances children’s programmes and is culturally appropriate.
Equipment is upgraded and maintained and purchased in line with EI budget.
Quality information, including ORRS applications are submitted.
Seek opportunities for collaborations with other agencies to effect good outcomes for disabled people and their families/whanau.
Disabled children and their family/whanau are satisfied with how services are delivered.
In consultation with, and on request of Regional Management team and Team Leader families/whanau are identified to be part of evaluation of services.
Coordination and provision of Specialist Support for identified children is done in consultation with family/whanau and falls within EI budget.
Work effectively with other staff (internal and external) to ensure smooth transitions for the people we support.
Seek opportunities for collaborations with other agencies to effect good outcomes for disabled people and their families/whanau.
New Services development / Identify gaps in services, barriers in communities and opportunities for new developments and communicate to Senior coordinator/ Team leader / Work effectively with other staff to ensure smooth transitions for people we support
Gaps are regularly identified
Service Contracts / Provide child data for contract processes in consultation with the Team Leader and MOE.
Reports are provided accurately and in time
Identify risks and communicate those to the senior Coordinator/team leader
Understand the service specifications of all relevant contracts
Manage an active caseload across the contracts where required
Work together with othersto ensure contract requirements are met. / All reports are accurate and delivered in time
Risks are identified and proactively managed
Contract requirements are clearly identified and effectively managed
Service Quality / Adhere to all organisational priorities, policies, procedures and practices
Attend and actively participate in regular supervision
Seek and participate in appropriate internal and/or external professional supervision and cultural guidance where appropriate
Together with Senior Coordinator/ team leader agree on an annual work plan and review this regularly
Report regularly to your Senior Coordinator/ Team Leader, attend regular supervision sessions and proactively raise issues of concern
Work collaboratively with other staff members to utilize the diversity of skills and expertise
Maintain up to date records, including electronic files and Benecura
Participate in team meetings, as appropriate
Participate in annual performance review
Practices and processes meet service user needs, any service standard and contract requirements and reflect best practice.
Participate in induction/orientation and on the job training within the first month of commencing employment and participate in on-going training, supervision or mentoring to undertake specific duties/tasks as needed. / The work is aligned to the organisational values and objectives.
Services are delivered in an ethical, efficient and effective manner.
Understand, apply and be able to articulate the Supported Lifestyles and Community Development concept models and demonstrate understanding through ways of working.
Expertise of all staff is shared
Regular reports are provided regularly
All staff receive regular supervision
Individual strengths and areas for improvement are identified and a professional development program is in place
Service delivery complies with all legal, contractual and organizational requirements
We are known for our quality services and expertise in the areas of disabled children and families/whanau
Community Links / Establish and maintain relationships with community agencies and groups with a responsibility for/ or connections with the people we support (including agencies working with Maori, Pacific and other communities)
Seek opportunities for collaborations with other agencies to effect good outcomes for disabled people and their families/whanau
Identify trends, concerns and issues and articulated thoseto the appropriate agencies / Engaged and active relationships are in place with relevant agencies
CCS Disability Action is an active partner in collaborative initiatives enhancing the rights of disabled people
Working Together within CCS Disability Action / Work collaboratively with other staff and participate proactively in initiatives to enhance our work
Undertake other such duties/tasks as are allocated by and/or agreed with your senior corordinator/ team leader. / Staff work effectively across all services, teams and across the region

I have read and understood the above Job Description and accept all of the above responsibilities incorporated herein.