Behavior and Learning Mentor
The Excelsior Academy
Hackney
- Quick apply
- Expired
- Salary:
- Salary dependant on experience
- Job type:
- Full Time, Permanent
- Apply by:
- 25 January 2019
Job overview
Please note that this job description is a draft. Changes can be expected in the light of further development within the academy.
STATUS OF POST: Permanent - Term Time plus 10 days
RESPONSIBLE TO: Vice Principal for Behaviour
WORKING TIME: 8.00am-4.30pm, 38.5 hours a week
SALARY: Dependent on experience
PURPOSE AND OBJECTIVES OF POST
The post holder will have a keen interest in working with young people with barriers to learning, including emotional, social and mental health needs. A warm, flexible and common sense approach is important. This is a fantastic opportunity for you to shape the lives of young people at The Petchey Academy leading on the delivery of behaviour programmes which include Internal Exclusion, Re-tracking, Reflection and support for the Renaissance Project, to deliver successful outcomes for our students.
MAIN RESPONSIBILITIES
• Support students who have been internally excluded or on the re-tracking programme or The Renaissance project and work with parents to minimise risk of repeating behaviour.
• To promote and role model academy’ policies on behaviour, rewards assessments, home learning, uniform and attendance.
• Contribute to the writing of behaviour reports; providing data and evidence to support success.
• Participate in the supervision of Internal Exclusion room activities
• Design, prepare and deliver a planned programme of behaviour support and targeted interventions on a 1-1, or small group basis
• To support students adhere to the academy’s high expectation of progress and behaviour whilst taking part in any of the academy’s behaviour programmes.
• Monitor, review and evaluate support and intervention programmes, with clearly communicated selection and success criteria
• Support and observe students in the classroom and communicate strategies to classroom teachers for improving student engagement.
• Establish constructive relationships with parents/carers exchanging information, facilitating support for their child’s attendance, behaviour and learning.
• Reward good behaviour and challenge/take action on poor behaviour.
• With the Behaviour Manager, support training and/or induction for staff on behaviour management.
• .
• Maintain accurate and up to date records, support plans, and evidence of student progress.
• Supervising leadership detention sessions on and after-school rota as required.
Working with students
• Ensure all safeguarding procedures are in place and safeguarding matters are reported immediately, as required by law and the academy Safeguarding policy.
• Restraint guidelines are followed and recorded, in accordance with academy policy
• Promote Social, Moral, Spiritual and Cultural development of students.
• Promote and participate in Restorative Justice between students and students/staff.
• To establish and promote a good partnership with the parents of students on any behaviour programme.
• To support students to re-engage back into mainstream lessons and monitor their progress through regular feedback from teachers.
• Be a positive role model and demonstrate consistently the positive attitudes, values and behaviours that are expected of students.
• Treat students with dignity and build relationships routed in mutual respect whilst at all times, observing boundaries appropriate to the professional position.
Working with others
• Work with academic tutors, pastoral staff, the Behaviour Programme Coordinator and other Renaissance staff in the early identification of students who may benefit from additional support, particularly those for whom behaviour is a barrier to learning. This will include students who are:
o Underachieving;
o At risk of exclusion;
o Poor attenders;
o Disaffected;
o Experiencing learning difficulties;
o Lacking in self-esteem and confidence.
o Involved in criminal activity.
• Regularly communicate with the wider staff body of developments, improvements in performance and successful strategies for working with identified students.
• Conduct parental meetings as required.
• Work closely with the internal exclusion manager, the behaviour programme coordinator and the assistant year lead as part of the wider behaviour team, taking responsibility for improving student behaviour across the academy, and supporting students.
• Represent the academy at multi-agency professionals meetings as required.
The Petchey Academy is committed to safeguarding and promoting the welfare of children and young people and expect all staff to share this commitment. All successful applicants will be requested to undertake an Enhanced Disclosure and Barring Service Check.
The Petchey Academy is committed to promoting equality for all students and employees. Every individual will be treated with courtesy and respect and their contribution to the learning process will be valued.
Attached documents
About The Excelsior Academy
The Excelsior Academy is part of the Community Schools Trust. We serve a wonderfully diverse community, many of whom face challenges through no fault of their own. It is for this reason we want to level the playing field for all of our students, regardless of their background, by providing a world class education.
We care about outcomes at The Excelsior Academy. We know good grades lift life chances and impact health, wealth and even mortality. We know that teachers have the greatest impact on pupil outcomes and so we take professional development seriously, whatever our role in the school. Whether we have taught for two months, two years, or twenty years, we believe in our capacity to always improve in the classroom.
Our CPD provision is comprehensive and fundamental to our commitment to improve. We are invested in our own and each others’ development and use principles of instructional coaching to provide feedback to each other. Our CPD involves deliberate practice, video models of excellent practice and lots of fun! The desire to improve a little bit everyday permeates the culture in our school.
Our approach to teaching is evidence informed. We avoid ‘discovery learning’ methods and instead, we teach explicitly. Our teachers are experts in the classroom and lead from the front. We focus on perfecting routines for behaviour, like entry into lessons and transitions between tasks so that we can maximise time spent on learning. We have excellent behaviour systems which mean teachers can focus on what we love doing most - teaching!
As well as excellent outcomes, we want our students to be well rounded individuals who will thrive beyond school years; that’s why we deliberately teach prosocial behaviours like making eye contact when greeted, listening attentively and showing gratitude. We know these skills will set all of our students up for life, particularly those from disadvantaged backgrounds.
When students fall behind, our teachers run interventions outside of their lessons. We provide an extra session after school for all year 11 students so their families don't have to worry about paying for a tutor. Teachers work hard at TEA. Our students deserve nothing less and we expect the highest of standards from them because we know they are capable of achieving them.
But we invest in working smart too: we have a 3 week Christmas holiday, no retrospective book marking, no student report writing and no formal lesson observations!
We recognise talent and impact at The Excelsior Academy. There are lots of opportunities for promotions within the school and Community Schools Trust. Our staff body at all levels is a true reflection of the makeup of the community we serve - we are proud of this and welcome anyone who will add value to our wonderful school community.
We would love to hear from you if you think this sounds like the right place for you! We welcome visits; come and speak to our Headteacher, our staff and check out our lessons! Get in touch with us: email jobs@excelsiorcst.org or call 0207 275 1500 to speak to a member of the HR team.
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