SEN Teacher - Remote

Ohana is a brand new remote school for children with ASD, ADHD, EBSA and other conditions that prevent them from thriving in a school setting.

The overall purpose of the role is to ensure the academic, vocational, and pastoral progress of our pupils, using a range of teaching strategies – online, remote and therapeutic as required. The postholder delivers a broad spectrum of core subjects as required and will also support in addition, the broader curriculum. The role supports colleagues who work remotely or peripatetically to deliver education. Responsibility for planning, delivery, assessment, tracking and resourcing of learning activities. 

• Teaching assigned individuals / small groups together with associated preparation and correction, including online as required. 
• Developing the curriculum as required. 
• Supporting colleagues delivering remote and online learning. 
• Contributing to, leading, and delivering skills for learning, life and work as required: outdoor education, wider achievement, vocational skills, social skills, etc. 
• Assessing, recording, and reporting on the work of pupils. 
• Preparing pupils for examinations and assisting with their administration. 
• Providing advice and guidance to pupils on issues related to their education. 
• Promoting and safeguarding the health, welfare, and safety of pupils 
• Working in partnership with residential staff, support staff and other professionals 
• Undertaking appropriate and agreed continuing professional development. 
• Participating in issues related to planning, raising achievement and individual review. 
• Providing bespoke educational plan to meet pupil need. 
• Setting up Provisions to meet need. Recording, monitoring, reflecting and reviewing these in weekly planners, feedback and the education management system. 
• Meet pastoral needs for allocated pupils as a Key Teacher and contribute to multi-agency progress meetings 

Health & Safety: All employees are required to adhere to Health & Safety Regulations and ensure best practice is met by both themselves and by their colleagues. Responsible for delegation of and supervision of procedures/checks. 

Conduct: All employees are required to conduct themselves in a professional manner in accordance with company values, policies and codes of conduct as outlined in the employee handbook. 

Flexibility: A reasonable degree of flexibility is required from all employees to meet the needs of the role, the department and the wider company. 

Quality: All employees are expected to work within the systems, processes and procedures outlined within the department and / or company handbooks or software platforms or training manuals. 

Qualifications, Skills & Experience

Essential

·        Educated to degree level with postgraduate teaching qualification.

·        Desire to work with pupils who have experienced trauma and challenge.

·        DBS, enhanced.

·        Full registration with QTS.

·        Right to work in UK.

Desired

·        Knowledge of theoretical approaches to Adverse Childhood Experiences, mental health, attachment, therapeutic parenting, etc. and able to apply to everyday practice.

·        Experience of teaching and assessing pupils with Additional Support Needs, or the desire to undertake professional learning to gain skills in this area.

·        Experience of formulating flexible curricula for ‘hard-to-reach’ pupils.

Competencies

·        Verbal and written expression- the ability to communicate in clear language and to adjust use of language to the audience’s level and the ability to express ideas and views clearly to others in writing. Computer literate. Skilled in learning and teaching strategies to support pupils who have periods of missed education and a negative perception of school.

·        Accountability- Being accountable and passing on accountability for one's own actions and those of colleagues and the organisation.

·        Sensitivity- Being attuned to the attitudes, feelings, or circumstances of others and being aware of the influence of one’s own behaviour on them. Managing data in line with GDPR.

·        Resilience – The flexibility to work towards shared goals in challenging circumstances and maintain focus.

·        Energy - The ability to motivate others and remain enthusiastic when in challenging situations and to self-start on developments.

·        Learning ability- The ability to absorb new information readily and to put it into practice effectively. Commitment to professional learning and application to improve outcomes for pupils.

Person Specification

·        Adaptable – can make decisions quickly to maintain education and safety in challenging emerging circumstances. Able to reframe expectations of progress in changing situations.

·        Dynamic – able to balance teaching timetable containing variety and cater for varying needs and maintain a high standard of provision.

·        Cooperation – collaborates with stakeholders and colleagues to ensure highest possible standards of service through shared ideas and resources, and effective communication.

·        Flexible and creative – able to respond to changes to best meet needs of pupils, and to support the needs of the service in the transition to the Adapt Learning model.

·        Integrity – passes on information consistently and honestly, does not abuse position or power, guards sensitive information, treats everybody equally, respectfully and without discrimination.

·        Skilled communicator – ability to assimilate information, listen skilfully and communicate clearly in a range of contexts.

·        Stress Management – ability to perform under pressure and in adversity, has proper self-perception and distinguishes essentials from side issues.

·        Professionalism – performs role in line with GTCS Standards for Registration and is committed to raising standards and pupil outcomes