SEN TA Job Description

JOB DESCRIPTION AND PERSON SPECIFICATION

SCHOOL

The British School of Guangzhou

JOB TITLE

Learning Support Teaching Assistant (Special Educational Needs Department) To provide further support to our current ‘Special Educational Needs’ Department and its team, which currently comprises of a coordinator (SENCO) and a speech therapist. To be able to work with students 1:1 or in small groups, inside and outside of the classroom.

TA will work under the direction of the SENCO, Class Teacher, Year Leader, Head of Phase and ultimately the School Principal.

JOB PURPOSE

To work with students that have ‘Individual Education Plans’ (IEPs) and to implement strategies that help them to meet their specific needs. To be able to continuously liaise with school staff (SENCO, Speech Therapist, Class Teacher) and with families and any external agencies involved.

Direct Reports:

The post holder will be expected to have some expertise in childcare and will be expected to make use of their specific skills and talents. There will be some need to interpret information or situations and to solve varied problems. The TA must be willing and able to work in a team and abide by team decisions.

SENCO (Special Education Needs Coordinator), Class teacher and Members of all Parties Concerned (e.g. parents, external agencies involved) SENCO/Class Teacher/Head of Phase

Package:

Details of the salary will be made available to short listed candidates

Reporting to:

KEY RESPONSIBILITIES

Teaching and learning -­‐ To work closely with the SENCO and other members of the team, including class teachers and parents.

-­‐ To support and liaise with the SENCO and teachers in making sure students with special educational needs and disabilities have the opportunity to join in with all the activities of the school.

-­‐ To deliver necessary interventions that enable students to improve and achieve their potential, through ‘individual’ and/or ‘small groups’ with the support of the SENCO and teachers.

-­‐ To be involved in the assessment of IEPs (Individual Education Plans) of students with special needs and to be able to provide feedback on progress to all parties concerned (e.g. SENCO, teachers, parents).

-­‐ To ensure that all learners make the best possible progress.

-­‐ Assist in the educational and social development of pupils under the direction and guidance of the Class Teacher and Head of Year.

-­‐ Provide support for individuals and groups of pupils inside and outside the classroom.

-­‐ Undertake some teaching tasks with groups of pupils, following plans as prepared by teachers.

-­‐ Support pupils with emotional/behavioural issues and help develop their social and personal skills (e.g. through ‘intervention groups).

-­‐ To encourage and support the skills of independence and self reliance.

-­‐ Undertake routine tasks to support the curriculum and to prepare resources accordingly so that students are meeting their IEP targets.

-­‐ To take a proactive approach towards continuous professional development.

Administrative/additional duties -­‐ Photocopying and creating resources in order to support learning and teaching -­‐ Assist in classroom preparation and clearing up ensuring a well-­‐organised environment -­‐ Assist with supervising pupils during break per week and lunch times as per the school timetable -­‐ Attend to students’ physical needs where appropriate -­‐ Undertake bus duties, if required, under the direction of school administrative staff Support for the school -­‐ To fully support the aims and ethos of the school -­‐ Support fellow professionals -­‐ Attend team and staff meetings where necessary -­‐ Follow agreed policies and procedures -­‐ Work to maintain positive relationships with parents and the local community -­‐ Be proactive in matters relating to health and safety -­‐ Set a good example in terms of dress, punctuality and attendance -­‐ Attend relevant training activities where required -­‐ Where required, to attend and contribute to meetings with parents

Appropriate dress for the role

Dress should be professional at all times the school is in session. Smart tailored skirts or trousers may be worn (not leggings) with an appropriate shirt or top, or a tailored dress. Clothes made from denim, lycra, corduroy or other casual materials are unlikely to be appropriate. Tops with thin straps

and casual t-­‐shirts with prominent logos should be avoided. Shoes should be formal. Uggs, flip flops etc are not to be worn, and stiletto heels are not suitable for the demands of the school day. Staff may wear makeup and jewellery appropriate for a formal business environment. Tattoos should be covered.

Note -­‐ This job description describes in general terms the normal duties which the post-­‐holder will be expected to undertake. However, the job or duties described are subject to change and may vary or be amended from time to time without changing the level of responsibility associated with the post.

-­‐ The teaching assistant will be expected to undertake other duties and responsibilities that the Principal or Head of Phase may request from time to time.

-­‐ The Principal/Head of Phase, SEN Coordinator may modify duties to reflect or anticipate changes in the job.

Person Specification Qualifications/Training

Degree

A minimum of 2 years relevant work experience since graduating

Essential Essential

A TEFL or CELTA qualification for teaching English as a second language Degree in education

Essential Desirable

Skills

Fluent in English, both oral and written Fluent in Mandarin or Cantonese Practical knowledge of IT equipment and software to support learning

Essential Desirable Essential

Ability to communicate clearly with pupils and others Ability to lead tasks and activitieswith groups of pupils

Essential Essential

Ability to follow written and verbal instructions

Essential

Personal Attributes Team player Can Do attitude Integrity/Confidentiality

Essential Essential Essential