Cotswold School Application Package For Learning Assistant Position - Apply Here Applications ...

 
Cotswold School Application Package For Learning Assistant Position - Apply Here Applications ...
Cotswold School
    Application Package
             For
 Learning Assistant Position

 Apply Here: https://form.jotform.com/cotswold/2021-TA1
 Applications Close on Wednesday 27 January, 2021 at 9.30am
Cotswold School Application Package For Learning Assistant Position - Apply Here Applications ...
WE ARE ...
 A U6, Decile 8, Contributing Primary School
 Our staffing allocation for 2021 totals 29.12
   teachers.
 Our grading roll for 2021 is 537
 Our roll generates 32 Units and 3 In School
   Kāhui Ako positions for 2021.
 Cotswold School has 1 Learning Support
   Coordinator )LSC)
 An Enrolment Scheme has been in place for
   ten years.
 The school operates two syndicates.

WE ARE LOCATED ...
Cotswold Avenue
Bishopdale
Christchurch 8053
Telephone: (03) 3598035
Fax: (03) 3594460
Email: principal@cotswold.school.nz
Website: www.cotswold.school.nz

OUR VISION
The Cotswold School community is Building Brighter Futures. Cotswold learners will be respectful students who
communicate effectively, are risk takers and thinkers who are actively involved in their learning and the community.

OUR VALUES
At Cotswold School we value:
 Manaaki - Caring
 Whakawhiti Kōrero – Communicating & Contributing
 Nau mai ngā wero - Challenging & Creating

OUR BELIEFS
At Cotswold School we believe that students learn best when teachers:
 Encourage Reflective Thought and Action
 Enhance The Relevance Of New Learning
 Make Connections
 Provide Multiple Opportunities To Learn
 Facilitate Shared Learning
 Create A Supportive Learning Environment
 Integrate Information And Communication Technologies

                                                                                                                Page 2 of 16
Cotswold School Application Package For Learning Assistant Position - Apply Here Applications ...
WE OFFER ...
The Education Review Office completed our most recent review during September, 2016. This review found that leaders
and teachers:
 Know the children whose learning and achievement need to be accelerated
 Respond effectively to the strengths, needs and interests of each child
 Regularly evaluate how well teaching is working for these children
 Act on what they know works well for each child
 Build teacher capability effectively to achieve equitable outcomes for all children
 Are well placed to achieve and sustain equitable and excellent outcomes for all children.

In a recent school survey parents identified a number of special characteristics that sets Cotswold School apart from
others including:
 Quality of teachers and strong leadership team. This provides a solid platform for learning and growing. Very
     impressed with the leadership from the top right through all staff and team members.
 High standards, caring environment and passionate staff
 Well organised school with experienced staff
 A real sense of community. Great community values - the school has a real family friendly feel about it - a family
     orientated school.
 The size of the school gives lots of opportunities not available in many other primary schools. These include a wide
     range of sporting and cultural opportunities for all children.
 The diverse cultural mix.
 Professional approach to teaching, A well articulated vision and the strong commitment to a positive school identity.
 Access to a wide range of technology and ICT’s.
 Teachers take learning seriously and assess the children so that they can shape their teaching around how the child
     learns and the areas that they require extra focus on. Our children are encouraged to participate in cultural and
     sporting activities.
 A caring structured and disciplined environment.
 An environment of inclusion and participation for everyone.
 Family and friends love to come and watch the children in school productions, shows, assemblies, cross country,
     sports days and see their learning in the classroom. Cotswold promotes a home-school relationship that we love
     being part of in helping our children reach their potential. Grandparents are amazed at the reports our children get
     and all of the activities they are able to be involved in.

                                                                                                               Page 3 of 16
Cotswold School Application Package For Learning Assistant Position - Apply Here Applications ...
PHYSICAL RESOURCES INCLUDE
Cotswold School is currently in the middle of a major redevelopment and
rebuild programme broken into tree stages.

Stage 1 (Completed November, 2019)
 Removal of 5 classrooms
 Modify & Repair Admin Block including the development of a new
    staffroom
 Construction Of A New Teaching Block.

Stage 2 (Completed July, 2020)
 Modify, Repair and Refurbish Two Canterbury Teaching Blocks

Stage 3 (To be completed February, 2021)
 Modify, Repair and Refurbish One Canterbury Teaching Blocks
 Repairs to Multi-Purpose Hall & Associated Teaching Spaces

We currently have:
 Twenty Six Classrooms
 Multi-purpose complex comprising hall, technology room, kitchen, two
   specialist teaching spaces and sports store.
 An Information Centre comprising library, staff resource area and meeting
   rooms.
 Digital technology equipment including:
    o Chromebooks in all Year 3 – 6 classrooms
    o iPads in all classrooms
    o Laptop computers in all classrooms
    o Teacher laptops
    o Teacher iPads
    o Teacher Chromebooks
    o Beebot, Makeblock, Sphero and associated STEM technology
 A comprehensive collection of staff and pupil resources to assist with all
   areas of the school curriculum.
 Three modern, modular type adventure playgrounds.
 A sixty metre fitness circuit/confidence course
 An enthusiastic & dedicated staff team committed to the educational
   needs of our pupils.
 A modern administration area complete with teacher workroom, resource
   areas and staffroom.

THE PRESENT STAFF TOTALS MORE THAN FIFTY PEOPLE &
INCLUDES …
 Non-teaching Principal
 Associate Principals
 Leaders of Learning
 Scale A Teachers
 Learning Support Coordinator & SENCOs
 Reading Recovery Teacher
 Part time Teachers
 Teacher Aides
 Librarian
 Office Manager
 Principal’s PA
 Caretaker

                                                                               Page 4 of 16
Cotswold School Application Package For Learning Assistant Position - Apply Here Applications ...
TRADEME ADVERTISEMENT

Learning Assistant
We are looking for an enthusiastic and experienced Learning Assistant to join our team. This position is for a person who
enjoys working with children. Excellent communication and behaviour management skills are a must and will see you foster
strong relationships with our students. You will need to be well organised and flexible.

Fixed term position for Term 1, 2021. Initially 10 hours a week (worked Monday to Thursday) during term time.

If this sounds like you and you're keen to make a difference in a student's education, apply now!

For further information & applications, please visit https://form.jotform.com/cotswold/2021-TA1

Applications close on Wednesday 27 January, 2021 (9.30am).

APPOINTMENT TIMELINE
   18 January, 2021 –Application Package Available via Website & Email
   18 January, 2021 – Position Advertised on Trademe
   27 January, 2021 - Applications Close (9.30am)
   27 January – 2 February, 2021 - Short listing, Interviews & Appointment

 If you require any further information, please contact:
          Kat Cotter
          Learning Support Coordinator (LSC)
          Cotswold School
          Telephone: (022) 310-5093
          E-mail: kathryn.cotter@cotswold.school.nz

 A reminder applications close on Wednesday 27 January, 2020 (9.30am)

                                                                                                                  Page 5 of 16
Cotswold School Application Package For Learning Assistant Position - Apply Here Applications ...
PERSON SPECIFICATION
The successful applicant will be expected to operate within the framework provided by:-
 School Charter;
 NZ Curriculum Framework;
 National Curriculum Statements;
 School Programme and Policy Statements;
 School Education Plan.

Professional Requirements
 Maintain confidentiality, except where holding information is likely to be harmful to the student.
 Be flexible, for example work where the teacher requires so that at times the teacher can work with specific
    students.
 Work in partnership with students, teachers, specialists and family.
 Willingness to follow a set plan, follow the lead of a classroom teacher and support agencies.
 Empathy and understanding of students in the mainstream classroom needing extra support.
 Work effectively as a team member
 Be well prepared
 Willingness to undergo on going professional development.
 Ability to work set hours.

Interpersonal Skills
 Communicate honestly, clearly, accurately, coherently and concisely.
 Be a positive role model for all;
 Be approachable, supportive and caring;
 Have integrity;
 Be open minded and fair;
 Have a sense of humour;
 Maintain appropriate relationships
 Be sensitive to the cultural values of the student and family
 Demonstrate an appropriate level of self-confidence when performing assigned tasks
 Use appropriate language (written and oral) for the student
 Be receptive to constructive criticism
 Request assistance as needed
 Actively participate in formal supervision process
 Be interested and involved.

Personal Qualities
 Manage time effectively
 Meet time lines
 Respect and maintain confidentiality
 Evaluate own performance
 Recognise limitations and perform within the boundaries of training and responsibility

Technical Skills                                           If you require any further information, please contact:
 Maintain a facilitating environment                               Kat Cotter
 Organise workspace effectively                                    Learning Support Coordinator (LSC)
 Prepare & present appropriate materials                           Cotswold School
   effectively                                                      Telephone: (022) 310-5093
 Use materials that are age and culturally                         E-mail: kathryn.cotter@cotswold.school.nz
   appropriate as well as motivating                       A reminder applications close on Wednesday 27
                                                           January, 2020 (9.30am)
Desirable:
 Training, experience or qualifications in Special Needs Education.
 Recent experience working within a classroom and 1-1 setting with individual children.

                                                                                                             Page 6 of 16
JOB DESCRIPTION

POSITION:              Learning Assistance (Teacher Aide)
TERMS OF EMPLOYMENT:   Support Staff in Schools' CEC or Individual Employment Agreement (IEA)
                          LSC
                          SENCO
RESPONSIBLE TO:           Associate Principal Junior School
                          Associate Principal Senior School
                          Principal
                       Working with the Principal, Staff and Community in the spirit of the School Charter to provide the most effective educational environment possible
RESPONSIBLE FOR:
                       for the benefit of the pupils.
                                                General Support: Follows structured programmes, lesson plans and activities
                                                Additional Support: Supports learners’ well-being, health and safety
GRADE:                      Grade A
                                                Te ao Māori: Developing
                                                Core skills for all teacher aides will include: listening, patience, empathy, encouraging and resilience
                                                General Support: Follows structured programmes but can make minor adaption and creates activities
                                                Additional Support: Directly supports students with specific health, behavioural and/or other needs
                            Grade B
                                                Te ao Māori: Supporting, guiding reo and tikanga
                                                Additional skills at this level may include: active listening, calmness, tact.
                                                General Support: Independently delivers ongoing programmes with ability to adapt as required
                                                Additional Support: Supports students with complex health, behavioural and/or other needs
                            Grade C            Te ao Māori: Speaks and role models te reo
                                                Additional skills at the level may include: ongoing mentoring, emotional engagement, de-escalating difficult situations,
                                                 negotiation and / or persuasion.
                                                General Support: Creates, plans and delivers ongoing programmes requiring strong technical proficiency and skills
                                                Additional Support: Provides highly specialised support for students with complex health, behavioural and/or other
                                                 needs
                            Grade D
                                                Te ao Māori: A strong leader and advocate for te reo Māori in the kura and community
                                                Additional skills at this level may include: de-escalating extreme emotionally charged situations, complex planning and
                                                 leadership.

                                                                                                                                                                  Page 7 of 16
Learning Assistant Key Competencies
Professional Requirements
   Maintain confidentiality, except where holding information is likely to be harmful to the student.
   Be flexible, for example work where the teacher requires so that at times the teacher can work with specific students.
   Work in partnership with students, teachers, specialists and family.
   Work effectively as a team member
   Be well prepared
   Demonstrate positive relationships and mutual respect.
   Actively listen and seek advice when appropriate.
   Respect differences, opinions and concern for others.
   Respect privacy and confidentiality issues.
   Praise and reinforce caring behaviour.
   Celebrate each other’s successes and life interests.
   Model responsibility for their belongings and the school environment.

Interpersonal Skills
   Communicate honestly, clearly, accurately, coherently and concisely.
   Maintain appropriate relationships
   Be sensitive to the cultural values of the student and family
   Demonstrate an appropriate level of self-confidence when performing assigned tasks
   Use appropriate language (written and oral) for the student
   Be receptive to constructive criticism
   Request assistance as needed
   Actively participate in formal supervision process

Personal Qualities
   Manage time effectively
   Meet time lines
   Respect and maintain confidentiality
   Evaluate own performance
   Recognise limitations and perform within the boundaries of training and responsibility

Technical Skills
   Maintain a facilitating environment
   Organises workspace effectively
   Prepares & presents appropriate materials effectively
   Use materials that are age and culturally appropriate as well as motivating
   Use google docs to record assessments and evaluations and share information with team members

                                                                                                                             Page 8 of 16
Follow the Cotswold School Code of Conduct as signed and agreed annually
   Expected Outcomes                                Indicators – Grade B                                               Indicators – Grade C                          TA Comments/Evidence   LSC/Teacher Comments
                              Modelling professional behaviour and dress standards               Modelling professional behaviour and dress standards
 Treating others with        Kind and calm communication to students and staff.                 Kind and calm communication to students and staff.
  respect.                    Any issues are reported to the appropriate personnel and           Any issues are reported to the appropriate personnel and
                               resolved quickly following school procedure.                        resolved quickly following school procedure.
                              Phones on silent and away during class time unless this is         Phones on silent and away during class time.
                               directly linked to learning.                                       On time for the day and as per timetables
                              On time for the day and as per timetables                          Clear communication over any issues or absences following
 Appropriate time            Clear communication over any issues or absences following           school policy.
  management and               school policy.                                                     Communicate regularly with the LSC about student progress.
  communication               Communicate regularly with the LSC about student progress.         Discuss any concerns or changes to programmes with the
                              Discuss any concerns or changes to programmes with the              SENCO or LSC.
                               SENCO or LSC.                                                      Be receptive to constructive criticism.
                              Be receptive to constructive criticism.
                              Ensuring communication (as appropriate) with                       Ensuring communication (as appropriate) with
 Respecting
                               parents/caregivers is approved by the classroom teacher/LSC         parents/caregivers is approved by the classroom teacher/LSC
  confidentiality of staff
                              Sharing important information with staff at an appropriate time    Sharing important information with staff at an appropriate time
  and students.
                               and place.                                                          and place.
                              Ensuring access to resources is speedy.                            Ensuring access to resources is speedy.
                              Following all planning provided by staff.                          Following all planning provided by staff.
                              Organising and maintaining classroom and specific student          Organising and maintaining classroom and specific student
 Organisation
                               based resources e.g. drawers, activities, timetable cards,          based resources e.g. drawers, activities, timetable cards,
                               planning folders & general class resources such as reading          planning folders & general class resources such as reading
                               books when prompted by staff.                                       books when prompted by staff.

Be familiar with and follow school policies and procedures.
   Expected Outcomes                                Indicators – Grade B                                                Indicators – Grade C                         TA Comments/Evidence   LSC/Teacher Comments
                              Using appropriate behaviour management techniques such as          Using appropriate behaviour management techniques such as
                               tactical ignoring, praise, redirecting and providing values         tactical ignoring, praise, redirecting and providing values
 Following PB4L
                               tickets.                                                            tickets.
  systems and practices
                              Reporting all behaviour incidents to teachers.                     Reporting all behaviour incidents to teachers.
                              Supporting students to make positive behaviour choices             Supporting students to make positive behaviour choices
                              Undertake professional development and meetings as                 Undertake professional development and meetings as
                               required, including on and off site professional                    required, including on and off site professional
                               development/meetings.                                               development/meetings.
                              Take advantage of the TA funding to cover your costs for PLD       Take advantage of the TA funding to cover your costs for PLD
 Maintain the school          and apply using the ESL log in.                                     and apply using the ESL log in.
  professional standards      Set professional goals with the LSC/SENCO and/or Principal,        Set professional goals with the LSC/SENCO and/or Principal,
                               participate in performance appraisals and identify areas            participate in performance appraisals and identify areas
                               requiring development.                                              requiring development.
                              Maintain professional work standards as outlined under the         Maintain professional work standards as outlined under the
                               Support Staff Collective Agreement.                                 Support Staff Collective Agreement.

                                                                                                                                                                                                        Page 9 of 16
Demonstrate Learning Assistant core skills
   Expected Outcomes                              Indicators – Grade B                                               Indicators – Grade C                        TA Comments/Evidence   LSC/Teacher Comments
                            Listening to students and staff to take on board ideas, needs     Listening to students and staff to take on board ideas, needs
                             and wants.                                                         and wants.
 Active listening,         Taking time and being patient in working with students and        Taking time and being patient in working with students and
  patience and empathy       staff.                                                             staff.
                            Showing empathy towards those in class, regardless of being       Showing empathy towards those in class, regardless of being
                             a member of staff or a student.                                    a member of staff or a student.
                            Provide encouragement, praise and celebration for students        Provide encouragement, praise and celebration for students
                             and staff.                                                         and staff.
 Encouraging and           Engaging students in lesser-desired tasks.                        Engaging students in lesser-desired tasks.
  resilience                Working with students and adapting your practice                  Working with students and adapting your practice
                            Adapting to change                                                Adapting to change
                            Trying new strategies and taking on advice from others.           Trying new strategies and taking on advice from others.
                            Remaining calm and using a calm tone when de-escalating           Remaining calm and using a calm tone when de-escalating
                             behaviour situations or if plans have changed.                     behaviour situations or if plans have changed.
 Calmness and tact
                            Using tact in all conversations and interactions with students    Using tact in all conversations and interactions with students
                             and staff.                                                         and staff.

Demonstrate Learning Assistant Grade C skills
   Expected Outcomes                            Indicators – Grade B                                                Indicators – Grade C                         TA Comments/Evidence   LSC/Teacher Comments
                                                                                               Spending time getting to know students.
 Ongoing mentoring                                                                            Listening and taking on board information about student
                                                                                                interests/needs within your practice
                                                                                               Working within individualised behaviour plans
                                                                                               Following and using a variety of behaviour strategies e.g.
 Emotional engagement
                                                                                                refocusing, redirecting, positive praise from the Minor
  and de-escalating
                                                                                                Behaviour Responses Toolkit provided to staff.
  difficult situations
                                                                                               Knowing your own reaction and monitoring this within
                                                                                                interactions with students.
                                                                                               Working with students around individual needs and adapting
 Negotiation and/or                                                                            to behavioural challenges
  persuasion                                                                                   Asking and using student voice in incidents/triggering
                                                                                                situations.

                                                                                                                                                                                                   Page 10 of 16
Follows structured programmes making minor adaptations and creating activities.
     Expected Outcomes                                        Indicators – Grade B                                                           Indicators – Grade C                              TA Comments/Evidence   LSC/Teacher Comments
                                  Programmes e.g. STEPS, 5+, Alphabet,Phonics/spelling, reading                 Programmes e.g. STEPS, 5+, Alphabet,Phonics/spelling, reading
                                     sessions, maths groups, writing support                                        sessions, maths groups, writing support
 Work with individual            Assist school’s Learning Support, ESOL and initiative programmes.             Assist school’s Learning Support, ESOL and initiative programmes.
  students and small groups       Supporting small groups within class as per classroom teacher                 Supporting small groups within class as per classroom teacher
  delivering a range of              instructions/planning.                                                         instructions/planning.
  subjects and topics.            Supporting students as per provided planning.                                 Supporting students as per provided planning.
                                  Be flexible, for example work when the teacher requires so that at            Be flexible, for example work when the teacher requires so that at
                                     times the teacher can work with specific students.                             times the teacher can work with specific students.
                                  Seeking additional resources from staff - class teachers, specialist          Seeking additional resources from staff - class teachers, specialist
                                     teachers, LSC etc.                                                             teachers, LSC etc.
                                  Under the direction of the principal, LSC, SENCO and Syndicate                Under the direction of the principal, LSC, SENCO and Syndicate
                                     Leaders, develop teaching resources that will enhance educational              Leaders, develop teaching resources that will enhance educational
                                     programmes within the school.                                                  programmes within the school.
 Ensuring learning objectives      Minor adaptations such as writing over, hand over hand techniques,            Minor adaptations such as writing over, hand over hand techniques,
  are achieved by making             moving positions with students or reducing the amount of work                  moving positions with students or reducing the amount of work
  minor adaptations to lesson        required to be completed.                                                      required to be completed.
  plans and resources in
                                    Simple modifications for classroom programmes in consultation with            Simple modifications for classroom programmes in consultation with
  response to individual
                                     the class teacher e.g. using specific pictures as a prompt with a topic,       the class teacher e.g. using specific pictures as a prompt with a topic,
  student needs.
                                     narrowing topics to interest areas,                                            narrowing topics to interest areas,
                                    Running individual programmes alongside the class learning e.g.               Running individual programmes alongside the class learning e.g.
                                     Individual programmes, individual timetables,                                  Individual programmes, individual timetables,
                                    Contribute information to support assessments                                 Contribute information to support assessments
                                    Meet requirements of Individual Education Plans                               Meet requirements of Individual Education Plans

Design activities to supplement programmes working with more day-to-day independence, regularly conversing with colleagues.
      Expected Outcomes                                       Indicators – Grade B                                                           Indicators – Grade C                              TA Comments/Evidence   LSC/Teacher Comments
 Support inclusion in school      Support students’ socially and emotionally within the                        Support students’ socially and emotionally within the
  and amongst peers and take      classroom/playground as needed.                                                   classroom/playground as needed.
  appropriate action to support  Encourages students to work with peers and within groups to reduce             Encourages students to work with peers and within groups to reduce
  students’ wellbeing.            dependence on adults where possible.                                              dependence on adults where possible.
                                 Supporting new Learning Assistants or relievers to the school                  Supporting new Learning Assistants or relievers to the school
 Occasional supervisory
                                 Assisting on sports days, school trips and with school activities as           Assisting on sports days, school trips and with school activities as
  responsibility for other
                                  required                                                                          required
  employees, parent help or
  volunteers.                    Supporting parent help or volunteers within class programmes as                Supporting parent help or volunteers within class programmes as
                                  directed by the class teacher.                                                    directed by the class teacher.
                                 NZSL use                                                                       NZSL use
 Use a language other than
                                 Te Reo Māori use within school setting e.g. commands, greetings,               Te Reo Māori use within school setting e.g. commands, greetings,
  English daily to assist or
                                  praise etc.                                                                       praise etc.
  respond to needs.
                                 Following appropriate Tikanga at school.                                       Following appropriate Tikanga at school.
 Use multi-cultural knowledge
  to guide or develop rapport.  Understanding student backgrounds and getting to know children and              Understanding student backgrounds and getting to know children and
                                  their cultures.                                                                   their cultures.

                                                                                                                                                                                                                                 Page 11 of 16
Independently delivers ongoing programmes adapting as required
     Expected Outcomes                        Indicators – Grade B                        Indicators – Grade C                          TA Comments/Evidence   LSC/Teacher Comments
                                 -                                    Completes/has input into written planning for student tasks
                                                                       where necessary
 Have a high level of day-                                           Following school planning guidelines
  to-day independence,
                                                                      Sharing independent planning documents with LSC and
  including planning,                                                  class teacher/s
  testing, adapting
                                                                      Discussion of any planning/activities with class teacher/s
  tasks/activities and clear
                                                                      Ensuring that activities are pitched for the correct student
  accountability for
                                                                       level
  delivering specific
  programmes to agreed                                                Providing reflection/comments on the student progress and
  standards.                                                           observations made against the planning
                                                                      Creating/photocopying/laminating resources appropriate for
                                                                       individual student needs as required
    Provides regular                                                 Sharing information, ideas and resources with colleagues
    provision of coaching                                             Modelling strategies/activities to others as necessary
    and mentoring, guidance
    and training to other
    employees.
                                                                      Proactive and preventative practice around behaviour and
                                                                       emotional regulation of students.
 Identify and take action                                            Asking and using student voice in incident/trigger resolution.
  to understand the causes                                            Identifying when additional support is needed and gaining
  of students’ emotional                                               this from another member of staff.
  states and provide                                                  Reporting incidents and behaviour events to class teachers.
  appropriate support or                                              Knowing your own reaction and monitoring this within
  alert others where                                                   interactions with students.
  escalation is required.                                             Observe and report incidents to class teachers.
                                                                      Support using strategies from behaviour plans to de-
                                                                       escalate situations.
 Provide cultural                                                    Support with Kapa Haka groups, cultural learning within
  leadership which                                                     classrooms and share knowledge around Tikanga.
  requires specific                                                   Model and support students to follow correct protocols and
  language skills,                                                     Tikanga
  knowledge and expertise.
                                                                      NZSL use in day to day situations and for resources as
                                                                       necessary
 Translate resources and
                                                                      Te Reo Māori use within school setting e.g. commands,
  materials into languages
                                                                       greetings, praise etc.
  other than English.
                                                                      Understanding student backgrounds and getting to know
 Provide translation
                                                                       children and their cultures.
  support for students.
                                                                      Translating from other languages into English as necessary
                                                                       e.g. Te Reo, ESOL languages within the school.

                                                                                                                                                                          Page 12 of 16
Directly support students with specific health, behavioural and/or other needs.
     Expected Outcomes                               Indicators – Grade B                                                Indicators – Grade C                         TA Comments/Evidence   LSC/Teacher Comments
                               Enhance the student’s ability to integrate into class.             Enhance the student’s ability to integrate into class.
   Provide direct support     Improve the student’s academic, emotional, social and              Improve the student’s academic, emotional, social and
    for specific health,        behavioural needs.                                                  behavioural needs.
    behavioural and/or other  Improve student independence.                                       Improve student independence.
    needs of student/s.        Improve students’ participation at school.                         Improve students’ participation at school.
                               Support students to complete tasks set by the class teacher.       Support students to complete tasks set by the class teacher.
                               Behavioural programmes as per planning and support plans.          Behavioural programmes as per planning and support plans.
                               Academic programmes completed                                      Academic programmes completed
   Implement programmes
                               Occupational therapy activities completed                          Occupational therapy activities completed
    as prescribed by
                               Health needs met.                                                  Health needs met.
    specialists.
                               Implements programmes/groups/specific plans with                   Implements programmes/groups/specific plans with
                                support/training from class teachers/LSC.                           support/training from class teachers/LSC.
                               Toileting and showering support as appropriate and defined         Toileting and showering support as appropriate and defined
   Responsible for a range     in health plans.                                                    in health plans.
    of physical care and will  Maintain dignity and social empowerment for students.              Maintain dignity and social empowerment for students.
    be required to ensure the  Support with belongings and managing self-habits.                  Support with belongings and managing self-habits.
    students’ dignity is       Support student inclusion in a range of areas, for example         Support student inclusion in a range of areas, for example
    maintained.                 self-care, personal safety, mobility and medication as per          self-care, personal safety, mobility and medication as per
                                the school health plans and training                                the school health plans and training
   Precision in providing     Monitoring behaviours and health needs.                            Monitoring behaviours and health needs.
    care and safe handling is  Diffusing difficult situations using PB4L strategies or seeking    Diffusing difficult situations using PB4L strategies or seeking
    required.                   additional help from other staff.                                   additional help from other staff.
   If responsible for         If need for restraint, seek support from a trained member of       If need for restraint, seek support from a trained member of
    behavioural needs           staff only.                                                         staff only.
    students, must be          Provide supervision of designated students with high or            Provide supervision of designated students with high or
    constantly monitoring for   behavioural needs in the playground where necessary.                behavioural needs in the playground where necessary.
    escalating behaviours      Duty cover for teachers where required.                            Duty cover for teachers where required.
    and diffuse these
    situations.

                                                                                                                                                                                                        Page 13 of 16
Support students with complex health, behavioural and/or other needs
    Expected Outcomes                      Indicators – Grade B                           Indicators – Grade C                     TA Comments/Evidence   LSC/Teacher Comments
                                                                        Enhance the student’s ability to integrate into class.
                                                                        Improve the student’s academic, emotional, social and
                                                                         behavioural needs, as well as independence within
                                                                         these contexts.
 Specific expertise                                                    Improve students’ participation at school via using
  requiring active                                                       specific strategies, tasks or resources e.g. Makaton,
  intervention to support                                                mic-key, NZSL, Braille, sensory strategies etc.
  students with additional                                              Provide any required medical support according to
  needs. These needs                                                     School Health Plans e.g. diabetes testing, medication
  include some or all of                                                 administration, physiotherapy techniques,
  medical, behavioural,                                                  showering/toileting procedures.
  academic, pastoral and                                                Reporting and recording the success of
  personal care.                                                         strategies/medication or testing results required to be
                                                                         used.
                                                                        Support students to complete tasks set by the class
                                                                         teacher.
                                                                        Maintain dignity and social empowerment for students.
                                                                        Support behavioural programmes as per planning and
                                                                         support plans.
 If responsible for                                                    Read the room for triggers and be proactive as per
  behavioural needs                                                      behaviour planning.
  students, must be
                                                                        Respond in a calm collected manner.
  constantly vigilant for
                                                                        Report incidents and specific details to class teacher
  escalating behaviours
                                                                         and support as required with investigating incidents in
  and defuses difficult
                                                                         an objective manner.
  situations which may
  pose risks to themselves                                              If need for restraint, seek support from a trained
  or others.                                                             member of staff only.
                                                                        Defusing difficult situations using PB4L strategies or
                                                                         seeking additional support.
                                                                        Recording and responding to pastoral issues e.g.
 Supports a student’s                                                   social, emotional, behavioural challenges.
  wellbeing by engaging                                                 Share observations with class teacher/s
  with family to address                                                Communicate with families as appropriate, in
  identified pastoral issues                                             consultation with the class teacher/s
  and enhance the                                                       Support families new to the area and migrants/ESOL
  student’s ability to attend                                            learners with information about school as appropriate.
  school and/or participate.                                            Provide support during break times and transitions as
                                                                         appropriate.

                                                                                                                                                                        Page 14 of 16
Support and guide reo and tikanga
    Expected Outcomes                          Indicators – Grade B                                        Indicators – Grade C                       TA Comments/Evidence   LSC/Teacher Comments
 Adapts and prepares te        Te Reo Māori use within school setting e.g.              Te Reo Māori use within school setting e.g.
  reo Māori resources and        commands, greetings, praise etc.                          commands, greetings, praise etc.
  activities to support         Following appropriate Tikanga in the school setting.     Following appropriate Tikanga in the school setting.
  programmes.                   Understanding student backgrounds and getting to         Understanding student backgrounds and getting to
 Uses te reo Māori in daily     know children and their cultures.                         know children and their cultures.
  conversations to provide      Attending visits to Marae and cultural events as part    Attending visits to Marae and cultural events as part of
  assistance or respond to       of the school staff.                                      the school staff.
  needs.                        Supporting students with Kapa Haka or cultural           Supporting students with Kapa Haka or cultural events
 Supports teachers by           events as necessary.                                      as necessary.
  guiding students and
  colleagues in tikanga on
  marae and during pōwhiri.
 Participates in activities
  that encourage
  kaitiakitanga.
 Supports and encourages
  the use of te reo Māori in
  the classroom.
 Delivers programmes and                                                                 Te reo Māori use within school setting e.g.
  speaks te reo Māori.                                                                     commands, greetings, praise etc.
 Coordinates and delivers                                                                Create, adapt and use resources in te reo Māori
  kapa haka and/or other                                                                  Following appropriate Tikanga in the school setting.
  Māori arts programmes                                                                   Understanding student backgrounds and getting to
  and provide leadership as                                                                know children and their cultures.
  appropriate.                                                                            Attending visits to Marae and cultural events as part of
 Uses knowledge of                                                                        the school staff.
  students’ background and                                                                Supporting students with Kapa Haka or cultural events
  whānau in order to make                                                                  as necessary.
  connections and provide                                                                 Seek information about cultural identity of students
  support, alongside                                                                       and use this to engage with them in their learning.
  teachers and family.                                                                    Adapting, translating and preparing resources/
                                                                                           activities in te reo Māori.

                                                                                                                                                                                           Page 15 of 16
Applications are to be submitted electronically using
our digital application form:

      https://form.jotform.com/cotswold/2021-TA1

          Applications close at 9.30am
                       on
          Wednesday 27 January, 2021

                                                   Page 16 of 16
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