role-description-head-of-specialised-programs-updated-september-2016-2

HEAD OF SPECIALISED PROGRAMS K-12 Position Description Role Description The Head of Specialised Programs is responsible for coordinating the School’s K-12 Catalyst and Learning Support team, leading in the design, implementation and review of specific programmes within the School that offer additional targeted support to students with special learning needs, thereby ensuring an optimal level of learning and support for students, teachers and families across the whole school. They are also responsible for ensuring that the delivery of Learning Support fulfils the School’s legal obligations and is in line with current legislation and best practice in the field.

Reporting Relationship The Head of Specialised Programs is ultimately responsible to the Principal in all aspects of the position and directly responsible to the Director of Curriculum. There is also an expectation that she/he works closely with the Assistant Principal Junior School.

Role Responsibilities  Develop, implement and continually review a strategic plan that provides for the use of evidenced-based best practice in all aspects of Learning Support and Gifted Education within the School  Develop, monitor, review and refine the School’s policies and procedures pertaining to all aspects of Learning Support and Gifted Education across K-12 and ensure that these are well understood by staff and parents as well as meeting current legislation  Oversee the development, implementation and evaluation of programming and planning for all students who have been identified as having learning support or extensions needs. This group of learners includes – but is not limited to: o students with learning difficulties o students with an identified disability o students who have experienced interrupted learning and/or ineffective teaching o students identified as Gifted and Talented  Develop criteria for and assess student eligibility for inclusion in the School’s Support and extension programs  Establish and implement procedures for the early and continuing identification and assessment of students with additional learning needs (Gifted and Support)  Maintain accurate records concerning students who receive Learning Support or extension services, including up-to-date student lists, timetables and formal evaluation data, current support plans and other information related to effective individualised student planning, in accordance with the highest standards of confidentiality and regulations  Administer the receipt, recording and distribution of all psychological and other specialist assessments, including database recording, plus the preparation and distribution of all relevant methodological advice to teachers involved with such students  Support K-12 educators to meet the diverse learning needs of all students in their classrooms by supporting them to: o Assess/gather information about the students’ current level of performance

Updated September 2016

Initiate appropriate programming in the classroom.

Develop their instructional practices e.g. through demonstrations/peer tutoring/reflection. o Develop a student's skills to a functional level in the classroom. o Support a student with a modified programme in the classroom. o Provide full-time/part-time alternative programming. o Liaise between teacher, support personnel and parent (where necessary) o Use appropriate resources o Co-operatively plan for identified students. o Monitor classroom programming for students.

Establish benchmarks and set targets for raising achievement amongst students with Learning Support and Extension needs Develop, implement and review individual education plans (IEPs) and negotiated curriculum plans in consultation with parents, teachers and other support personnel (both internal and external) Provide support, resources and information to parents to assist them in understanding the reasons for their child’s difficulties, strengths and in supporting their child’s individual needs Maintain efficient and effective management and use of learning support and extensions resources, ensuring that these are appropriate and regularly updated within the constraints of the School budget Provide data for funding requirements and submit applications for Government funding, including grants Design and implement teaching and learning activities that support the participation and learning of students with a diagnosed disability and address relevant policy and legislative requirements Develop pathways and vocational goals for students with disabilities including work experience and post School work or study options.

Create avenues to ensure regular communication amongst the Specialised Programs team Oversee professional development for Specialised Programs staff, including the provision of updated information re current research and practice in the field of learning & behaviour support Lead and supervise the Queenwood professional review and development process for the Specialised Programs staff on an annual basis Supervise the BOSTES teacher accreditation process for any Specialised Programs teacher seeking Proficient Teacher accreditation Provide training opportunities for School staff in all aspects of catering for students with additional needs Design and implement programs in collaboration with the Head of English to support students with high level literacy needs Develop and maintain appropriate relationships with key external agencies, support organisations and personnel o o

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Other Reasonable Duties The Principal or Director of Curriculum may direct other reasonable and relevant duties as required, including a part teaching role to be negotiated with the Principal.

Key Competencies   

Understanding of current theory and practices relating to the support of students with special learning needs Experience and specialist knowledge in the teaching of literacy skills an advantage Understanding of effective pedagogical approaches that improve learning outcomes for students with identified special needs

Updated September 2016

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Knowledge of, and ability to administer, a range of standardised and diagnostic tests, and experience in the analysis of student data Demonstrated ability to differentiate curriculum, particularly in the areas of numeracy and literacy Knowledge of and experience in all aspects of the verification, profiling and validation processes, including individual education plans (IEPs) and associated funding applications

Qualifications  Post graduate qualifications in educational leadership or management will be viewed favourably  Extensive experience as a Learning Support or specialist Literacy teacher.  Appropriate formal qualifications in teaching of students with diverse learning needs.

Personal Attributes  A demonstrated capacity to provide leadership in learning for the achievement of quality learning outcomes for all students  Excellent written and verbal communication skills  High level organisational and management skills  Demonstrated strong interpersonal skills enabling the development of collaborative and constructive working relationships with staff, students, parents and external organisations and personnel  An understanding of the need to maintain confidentiality and commitment to professional conduct in keeping with the Queenwood staff code of conduct  Demonstrated support for, and the capacity to develop and maintain, an organisational culture based on ethical professional and personal behaviours and values  A capacity to use strategic thinking and analytical skills to contribute to positive educational outcomes at the whole school level  An ability to successfully initiate, plan and implement programs, policies and procedures in response to new needs and priorities that impact upon the school’s overall effectiveness  A demonstrated capacity to evaluate and critically reflect upon professional practice, including one’s own, and to assist and support colleagues to develop their own skills through involvement in ongoing professional learning  Ability and willingness to contribute positively to the wider Life of the School and to support the values and ethos of the School

Closing date for applications is Tuesday 20th September at 5pm.

PLEASE NOTE THAT QUEENWOOD ONLY ACCEPTS ELECTRONIC APPLICATIONS Applications should include:  Your WWCC number as per new regulations as at 15th June 2013  Application for Employment - see Queenwood website Employment page: http://www.queenwood.nsw.edu.au/about-queenwood/employment/  Resume & cover letter addressing the criteria / position requirements  Your email address  Names and phone numbers of three confidential referees  Applications that are not accompanied by the Queenwood Application for Employment form will not be considered.  Applications to be emailed to: Assistant.to.DoC@queenwood.nsw.edu.au

Updated September 2016