Inspire Foundation in Malta is looking to recruit a Supply Teacher
to join their team within their Learning in Context (LinC) Programme on a full-time basis.
General Scope and Purpose of Position:
The chosen candidate will be working hands-on with small groups of Primary School-aged learners exhibiting a variety of difficulties including autism, challenging behaviour and intellectual disability amongst others.
The Supply Teacher
will be responsible for developing, implementing and evaluating a functional curriculum adapted to the learners’ needs. This is to be done together with different members of a multidisciplinary team and therefore we are looking for team players with effective communication skills who can also work autonomously and set own priorities whilst ensuring a high-quality service. Devising goal-oriented lesson plans reflecting learners’ strengths and needs, leading lessons and documenting the progress of work are key elements of this role. The ideal candidate needs to act as a point of reference for the learners and is expected to work closely with other professionals within the team as well as third parties, such as parents and other professionals external to the team.
- Planning, preparing and delivering lessons to all learners in the class;
- Teaching according to the educational needs, abilities and achievements of the individual learners and groups of learners;
- Assigning work, correcting and marking work carried out by the learners;
- Assessing, recording and reporting on the development, progress, attainment and behaviour of one’s learners;
- Providing or contributing to oral and written assessments, reports and references relating to individual learners or groups of learners;
- Promoting the general progress and well-being of individual learners, groups of learners or classes entrusted to him/her;
- Reviewing and evaluating one’s own teaching and learning strategies, methodologies and programme/s in line with the National Curriculum Framework guidelines;
- Ensuring high standards of professional practice and quality of teaching and learning of the subject/s through effective dialogue, participating in reciprocal peer review and observation of class teaching practise by the Manager of the Programme;
- Participating in training courses as well as in continuing professional development (CPD) opportunities, and taking part in action research exercises;
- Maintaining good order and discipline amongst learners under one’s care and safeguarding their health and safety at all times;
- Participating in staff, group or other meetings related to the programme curriculum, for the better organization and administration of the programme;
- Contributing to the professional development of new teachers and student teachers according to arrangements agreed with the Manager of the Programme;
- Ensuring the safe custody and optimum use of equipment normally used by oneself during lessons and sees to its regular servicing and maintenance;
- Sharing in any possible and reasonable way in the effective management, organisation, order and discipline of the programme;
- Nurtures a culture where teachers view themselves essentially as facilitators of learning and reflective practitioners;
- Participating in and contributing to the IFSP/Case conference;
- Ensuring that schemes and forecast of work carried out in class are adapted and resources are made for use with learners with a range of individual educational needs in class;
- Making use of audio-visual technological devices/aides (such as radio aids; projectors) and other adaptations during the delivery of the lessons;
- The Supply Teacher is directly accountable to the Programme Manager. However, communication with other staff members across the Organisation is important and therefore encouraged;
- To initiate collaborative work with tutors and other staff members in the case of organising and executing external events;
- The Supply Teacher is a key member of the interdisciplinary team. S/he must work alongside other members of staff in taking responsibility for carrying out activities as indicated in the Individualised Family Service Plan (IFSP) and/or case conference/s concerning the future goals and possibilities of clients/students;
- Liaise with other professionals within the organization to offer a truly transdisciplinary & client-centred service. This may involve consultations with tutors, speech-language pathologists, occupational therapists, psychologists, physiotherapists, tutors and others;
- To address parents’ concerns through appropriate methods of feedback, and to seek advice when necessary;
- To respect confidentiality in all matters relating to the clients, their families and members of staff;
- To carry out supervision of transport as and when required;
- To perform any other duties which may be assigned to him/her as requested by the management in response to the exigencies of the service.
- The Supply Teacher is responsible for working alongside other members of staff working within the Programme as well as across the organisation;
- Where applicable, to work closely with other stakeholders, which might include LSEs, Teachers, INCO’s and others who are involved in developing/implementing action plans for clients;
- Guiding and assisting new staff by examples of consistent good practice and by providing relevant support in relation to the learners in the groups they are responsible for;
- Maintaining professional boundaries with parents and external stakeholders;
- Actively spearheading and participating in the development of proposals and plans to ensure continuous improvement and development of the Programme;
- Consistently provide and share information regarding clients’ goals;
- Promoting good practice in the team and ensuring that any programme changes are being communicated and implemented;
- Be an active participant in an environment that facilitates trust, open communication, creative thinking and cohesive team effort.
- Administer assessments to clients and the development of goals;
- To prepare a report and participate in annual reviews for allocated clients;
- Develop ‘positive behaviour support plans’ where applicable and ensure the dissemination of these documents to all relevant stakeholders;
- Ensure that any other forms such as student profiles, weekly and monthly planning sheets, Key Performance Indicators (KPIs), data collection regarding clients’ performance, client attendances, etc. are completed in a timely manner;
- Monitoring the sessions as part of the ongoing evaluation of the clients’ progress;
- The upkeep of clients’ files;
- Following procedures by immediately reporting any incident or injury within the programme;
- Assisting other staff when preparing for extra-curricular activities and follow recommendations to limit any possible risks;
- Follow the roster pertaining to the tidying up of the environment, where applicable.
- Ensuring the provision of continuous and consistent feedback to parents;
- Brainstorming with other members of staff and discussing ideas for the improvement of the service and delivery of the programme;
- Attend team meetings whenever they occur;
- To inform the Data Protection Officer (DPO) of any potential data breach.
- To ensure a good quality service delivery; working towards and implementing best practice methods depending on the client group, including, but not limited to the TEACCH method and SPELL framework;
- Working towards and implementing best practice methods that meet NAS Accreditation and ISO certification standards where applicable;
- The preparation of equipment/materials/resources and the delivery of individual sessions;
- To ensure the upkeep of the environment, therefore, maintaining low arousal levels where appropriate;
- To follow processes addressing personal care needs according to Inspire’s Policy in relation to Personal and Intimate Care;
- In collaboration with the Speech-Language Pathologist, to develop communication aids appropriate to the child’s mode of communication;
- To assist where necessary other members of staff during direct intervention according to their needs;
- To provide feedback to parents after the delivery of session/intervention informing them of their child’s performance and passing on any resources/recommendations to ensure continuity of care across all settings;
- To support parents and other professionals in terms of empowering them through a process of mentoring to be able to ensure that there is a helpful and optimal environment which reduces barriers to inclusion. Support is also provided by creating an appropriate mode of communication, a consistent system of expectations and reinforcement to shape behaviour and independent functioning where applicable.
Inspire provides a holistic range of services and programmes to children and adults with a disability.
- Candidates with a degree in education and/or experience in pedagogy will be given preference;
- Applicants possessing a Degree in a field related to Care, Disability or Social Sciences will also be considered.