Job Description SEN/EAL/GT Coordinator

Department: Teaching

Line Manager: Relevant Head of School or Principal

Key Relationships: Students, Colleagues, Teachers, Parents, Phase Leaders, Principal, Heads of School (HOD) and Senior Leadership Team (SLT).

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Rationale:

All staff in school share a responsibility to ensure that children are always safe and properly supervised. Our school is committed to ‘amazing learning’- providing enjoyable and meaningful learning experiences so that every pupil makes as much progress as possible. All staff are expected to adhere to NIS policies, code of conduct and commit to promoting our vision and mission – ‘To empower the next generation of global leaders who can excel anywhere in the world. NIS opens students’ hearts and minds so that they embrace challenges and opportunities, share ideas and purpose, and truly influence others to make a positive difference’.

The key task of the SENCO (Special Educational Needs Coordinator) is to ensure that SEN provision is both efficiently and effectively managed. The range of responsibilities delegated to the SENCO with regard to provision and coordination is outlined below. It is expected that all legal and statutory requirements as per KHDA/Dubai Government are met for students with SEN/English as Additional Language (EAL)/Gifted and Talented (GL) via the SENCO.

Job Purpose:

The SENCO, with the support of the SLT, Principal, Phase leader and the School Board, takes responsibility for the day-to-day operation of provision made by the school for students with SEN/EAL/GT. They provide professional guidance to HODS & teachers in the area of SEN/EAL/GT in order to secure high quality teaching and the effective use of resources to bring about improved standards of achievement of all students.

Key Accountabilities:

• Strategic Direction and Development of SEN/EAL/GT provision as ratified by the School Board
• Teaching and learning
• Leading and managing staff
• Maintain and ensure accurate records of data in The School Management System.
• Ensure effective systems of communication to all stakeholders, including feedback about students’ learning to develop plans for the future
• Monitoring the quality of SEN/EAL/GT students support by establishing effective systems to identify and meet the needs of students, whilst ensuring that the systems are coordinated, evaluated and regularly reviewed
• Ensure that the objectives of the SEN/EAL/GT policy are reflected in the school improvement /Action Plan
• Liaise with and coordinate the contribution of external agencies-KHDA as deemed necessary
• Up-to-date knowledge of local and regional initiatives which may impact upon policy and practice

Progress and Achievement of Students

• To monitor the achievements, welfare and discipline of students, and to follow up the progress reviews, liaising with the SLT, School Counselor and parents where appropriate
• To liaise with HODs and if necessary, with external agencies such as Exam Boards, Alternative Education providers/KHDA for special arrangements/accommodation/exemption forms for certain subjects
• To co-ordinate the application and special arrangements for external examinations in conjunction with the Examinations Officer

Teaching and learning

• Influencing the whole Teaching and Learning policy to promote aspects of inclusive teaching
• Contributing to teaching and learning of students identified as having identified SEN
• Providing an advisory/supporting role to all staff via Heads of School & HODs.
• Leading and managing staff within SEN/EAL Department
• Efficient and effective deployment of staff and resources as necessary
• Working collaboratively with the school Admissions Department in the development/ or  
• selection of suitable entrance examinations
• Working collaboratively in the development of diagnostic baseline assessments
• Leading CPD where appropriate; this may include chairing and being a part of self-study groups
• Providing opportunities for observation of colleagues/visits to other schools in order to share best practice
• Collect and interpret specialist assessment data gathered on students and use to improve learning
• Work with students, subject leaders, class teachers with tutorial/pastoral responsibilities to ensure realistic expectations of behaviour and achievement is set for SEN/EAL/GT students
• Support developments and initiatives to improve standards in literacy and numeracy as well as access to the wider curriculum
• Overseeing and monitoring the quality of Individual Education Programs (IEPs) and other support plans such as pastoral support plans and maintaining detailed information for subsequent meetings with parents
• Develop systems for colleagues to monitor and record progress made by students with SEN/EAL/GT towards the achievement of targets set in IEPs and support plans
• Review IEPs and support plans monthly with parents, students, teachers and agree and communicate new targets
• Supporting the Principal in meeting statutory responsibilities for SEN/EAL/GT students and their Annual Review
• Lead the Annual Review meetings for SEN/EAL/GT students
• Liaise with the Examinations Officer to ensure Educational Psychology reports are up to date and provision for special needs for all examinations is identified and met

Leadership and Management

• To lead the SEN/EAL team and to be instrumental in planning for continual improvement and to contribute to the evaluation of the work of the department
• To promote an atmosphere of continuing professional development and to share good practice with colleagues
• To contribute to the school’s Action Plan
• To support the professional development of all staff, including newly qualified teachers.
• Contribute to the selection of staff to work within SEN/EAL/GT Dept.
• To be involved in shortlisting and interview procedures for staff within SEN/EAL/GT Department
• To manage effectively all staff connected with the SEN/EAL Department
• Advise the Principal & Phase Leaders on all staffing matters within the SEN/EAL Department
• To appraise all departmental colleagues on a term by term basis
• Encourage all staff to recognize and fulfill their statutory responsibility

Position Requirements:

Education: Bachelor’s Degree, Master’s in Special Education

Experience: 2 years of teaching in a school

Competencies:

• Outstanding performance and experience in American/ International schools.
• Strong knowledge and experience of dealing with SEN/EAL students
• Excellent communication skills and command of the English language, in spoken and written form
• A collaborative team-player with excellent personal skills
• Classroom and behavior management

Attributes:

• Collaborative team player, inspirational speaker, empathetic listener
• Integrity and confidentiality
• Internationally minded
• Emotional intelligence
• Intercultural awareness, creative
• Online and classroom teaching experience
• Flexible and a can-do attitude

Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified.

Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description

Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers.

The International Schools Partnership

Nibras International School is part of The International Schools Partnership (ISP).

The International Schools Partnership (ISP) is a growing group of committed colleagues in financially responsible schools around the world, all of which aim to be the school of choice in their local area. Learning is at the heart of everything we do for our pupils, colleagues and parents. We are committed to getting better, all the time.

ISP was founded by an experienced team of committed educationalists and commercial operators who have worked together over many years. Our growing group of private schools located in the UK, the USA, Europe, Costa Rica, Chile, Colombia, Ecuador, the United Arab Emirates, Qatar, Malaysia, Mexico and Peru educate children and pupils from 2-18 years of age. We have now expanded to 45 schools delivering multiple curricula and building on local brands and reputations with around 45,000 pupils and 7,000 staff located across the globe.

We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that are able to forge successful careers and lives in a rapidly changing world. Our goal is to enable our schools as the leading school of choice in their local area. We are a truly international group working in different cultures and speaking different languages. We work across countries and cultures, too, by working with each other and with other schools and communities. At ISP we continue to engage with schools around the world who are interested in becoming part of our global group of schools and look forward to welcoming more pupils and staff to the group.

All our schools:

• Help children and pupils learn to levels that amaze them.

• Inspire children and pupils to be successful now and equip them to be successful later.

• Are truly international, working in partnerships within and across regions, cultures and languages.

• Aim to be the schools of choice for children, pupils and their families, wherever we are.

ISP and Nibras International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.