Díghníomhaithe

Leibhéil Eile Oideachais

Máirt Noll 6 2022

Máirt Noll 13 2022

Buan

1

Teacher/Educator

BROTHERS OF CHARITY SERVICES IRELAND – WEST REGION
PERMANENT PART-TIME TEACHER/EDUCATOR
JOHN PAUL ADULT SERVICES, BALLYBANE, GALWAY
JOB REF: 246/2022

Location:
John Paul Adult Services provides a combination of campus and community based services to adults with varying support needs, based on personal outcome measures. Our services are currently undergoing a transition from a campus based service to community living, where we aim to create opportunities for the people we support to be valued citizens in their communities and to have everyday life experiences.
The Role:
This is an innovative development in addressing the educational needs of individuals with a severe intellectual disability. It is envisaged that the candidate selected will work as part of a multidisciplinary team in the development and implementation of a broad range of educational opportunities.

The role of lifelong learning is to enable each individual to learn and develop through the provision of educational services, experiences and environments. Education must be holistic in its interpretation and focus on the individuals’ social, emotional, spiritual, physical and intellectual development. Education should respect a person’s personal privacy, promoting individuals’ rights and dignity and enhance the individuals’ sense of self-worth and identity. Continuing education should broaden the person’s opportunities and options for a personally satisfying and valued life-style. The development of basic living skills for personal independence and participation in the community should be a core focus of all educational plans. Each person requires an individual assessment and the development of an individualised plan which has clear objectives.

Responsible To:
Team Leader/Service Coordinator/Area Manager

Qualifications:
Candidates must be eligible for appointment as a Teacher by the Department of Education and
Science.

Experience:
Experience in working with individuals who have a severe intellectual disability and or/autism in Similar environments is an essential requirement of this post.

Hours of work:
30 hours per week based on a 5 day duty roster. Normal working hours will be 9.30am to 4pm. The Brothers of Charity Service is based on Personal Outcomes Measures requiring Employees to be flexible in their working hours to provide a quality service delivery for each Individual.

Remuneration:
Department of Education salary scale - €38,192 x 15 increments - €61,491 (max) pro rata per annum. LSI1 €64,139 pro rata per annum is payable after 3 years on the maximum of the scale. The successful candidate will be granted incremental credit subject to satisfactory verification of previous service.

Annual Leave:
24 days pro rata per annum

Tenure:
This post is Permanent part-time and pensionable.

Probation:
A probationary period of nine months from the date of appointment applies to the post. The Employment may be terminated at any time during the probationary period should the employer find that the appointee is unsuitable to continue employment. The probation period may be extended at the Employer’s discretion.

JOB DESCRIPTION

The Brothers of Charity model of service is based on Personal Outcome Measures requiring employees to be flexible both in their approach and their working hours to provide a quality service delivery for each individual.
Specific Conditions
Staff should have a positive attitude towards working with persons with an intellectual disability and help to ensure that they lead as normal and enjoyable a life as possible.
Staff should treat each person with an intellectual disability as an individual and at all times acknowledge and respect the rights and personal dignity of the person with a learning disability.
Staff are required to establish and maintain relationships with adults with disabilities that are based on respect and equality and that promote their independence

Main duties and functions:
To work as a member of the frontline team in helping to produce effective teamwork to ensure the maximum benefit of the educational programme to adult person supported.
To co-operate on all aspects of educational programmes with the team and the wider multidisciplinary support team. To facilitate reporting at Individual Lifestyle Plan meetings and other reviews.
To be responsible in conjunction with the team for the implementation of educational programmes for a particular adult person supported.
To contribute, in co-operation with the multidisciplinary support team, to the formulation and implementation of educational programmes designed for the needs of an individual with autism.
To encourage in every possible way the families’ and/or advocates’ involvement in programmes where possible and appropriate.
To keep appropriate records to enable full reports on the individual to be available to the multidisciplinary team and team manager.
To drive service vehicles and to assist with transport and escort duties as required.
To be aware of and become familiar with Fire Drill procedures within the centre i.e. fire detection, evacuation and fire fighting.
To be conscious of Health & Safety matters in the workplace and, in particular, to comply with employees’ obligations as set out under Section 9 of the Safety, Health & Welfare at Work Act, 2005.
To ensure that all accidents to persons supported, staff and visitors are reported promptly to the Team Manager.
To ensure the service is operating in line with the Health Information & Quality Authority (HIQA) and New Directions regulations and standards.
To ensure confidentiality is maintained in all matters concerning the person supported including the safe storage of reports and records.
To be aware of and become familiar with the current policies of the Service.
As the duties and responsibilities of any post in the Centre are likely to change with the ongoing need of the person’s supported, i.e. age, level of disability, etc., staff are expected to have a high level of flexibility, willingness and an ability to develop new approaches to their work as the person’s supported needs demand.

The role of the post holder will not be limited by reference to this Job Description. It would be expected that the role will evolve as professional, structural and service user demands change and the post holder will be expected to demonstrate flexibility skills that will facilitate this.
Informal enquiries to Michael Whyte (Team Leader) on 091 783600

Closing Date for receipt of completed Application Forms/CV’s on line is:
5pm Tuesday 13th December 2022

Interview date for this post TBC

The Brothers of Charity Services Ireland is an equal opportunities employer
Key Learning Areas:
Language and Communication
Hearing, listening
Receptive Language - non-verbal
Expressive language – verbal
Augmentative communication systems such as Lámh, PECs, Hanen, Derbyshire,
Alternative Communication – communication aids.
Social Environmental and Scientific Education
Understanding and relating to the environment.
Self-awareness and group awareness activities (become aware of being part of a family, a group, local community, become aware of own position in the environment),
Body image and movement activities – attend to the location of things.
Develop awareness of local environment, e.g. lakes, ponds, mountains, Weather,Horticulture programme, Domestic skills.

Arts Education
Visual Arts, Music and Drama can be included as an element in many activities and incidental opportunities will often arise, which can be utilised for reinforcing aesthetic and creative skills.

Physical Education
For the adult with severe and profound general intellectual disabilities these can range from the ability to visually or aurally focus and track to fine motor skills for manipulating objects. They also include skills for functional mobility, physio programme, and skills for pursuit of sports and leisure. Physical skills are inherent in all learning activities.

Sensory Development
This is to provide a wide variety of sensory experience in the daily programme with a very clear purpose. Example of this would be snozelon/multi-sensory and sensory integration programmes.

Social, Personal and Health Education
These skills range from basic personal hygiene and self-help skills to social interaction with others based on need or pleasure. They also include recognition of being part of a social group and the implications of being involved in a group.

Information and Communication Technology Skills (ICT)
The ability to use ICT for a range of purposes opens up opportunities for communication, stimulation and independence for the student with severe and profound general intellectual disability. Technology can help overcome sensory and physical barriers to learning and should be incorporated into the students’ entire learning programme as the need arises.