Bridge College is the Together Trust’s specialist education college for students aged 16 to 25 years with disabilities, complex needs and autism. Bridge College promotes a multidisciplinary approach to learning and has expertise in supporting students with a wide range of needs.
The post holder will be based in Openshaw.
Hours: 37.5 hrs per week, 41 weeks + 165 hours undirected time, 6.6wks holiday (including BH) to be taken during college holidays
- Teach across the learner cohort within the college. This could include learners within the pre entry curriculum, entry level and up to level 2
- Adapt teaching style to meet the varying needs of learners with PMLD, MLD and Autism
- Develop and deliver a progressive and innovative curricula which clearly evidences each learner has made progress from their starting point
- To work collaboratively with other staff members to ensure the needs of the learners are addressed and learning is accessible and inclusive
- To create a safe and stimulating learning environment, placing the learners at the centre of practice and valuing the contribution that each learner can make.
- Promote outstanding progress and achievement of learners core outcomes
- Demonstrate the values and behaviours that are consistent with a positive disposition and empathic understanding of each learner so as to develop positive working relationships
- Be a reflective practitioner and continually challenge own practice linked to most relevant andragogy
- To deliver high quality learning and assessment to all learners at Bridge College
- To work with both RARPA and accreditation moderation processes, complete robust assessment and IV of all learner portfolios
- Design and management of person centred individual learning plans (ILPs) and set comprehensive targets.
- Planning and delivery of learning within the college teaching day and contract
- To safeguard students and colleagues by following safeguarding polices and processes
- To proactively promote and embed excellent health and safety practices.
Curriculum and Subject Knowledge
- To plan and teach well-structured sessions which incorporate learner aspirations and follow Bridge College internal curriculum standards
- To plan sessions which may incorporate both RARPA targets and accredited criteria
- Have a secure knowledge of teaching learners at pre-entry, entry and level 1-2
- Be able to foster and maintain learner’s interests, whilst continually adapting to individual needs
- To ensure the curriculum covers the areas of employability such as: work skills, team work and resilience, work place expectations, health and safety and functional skills for work and life
- To work collaboratively with work experience and supported internship teams to plan effective and detailed progression maps, individualised skills audits and updates to curriculum planning linked to learners work or supported internship and work placements
- Adopt a person centred approach to ensuring each learners is able to pursue their ambitions of gaining sustainable employment
- To work innovatively with learners who are not ready to access work, however have an aspiration to do so
- To develop and deliver value added activities specific to the area of specialism
Accurate and productive use of assessment
- Know and understand how to assess learners within pre-entry, entry and level 1- 2, including using standardised and non standardised assessments
- Continually use formative and summative assessment to secure learners progress
- Ensure that feedback to learners is appropriate, specific and differentiated to their level of understanding
- Be able to use a range of assessment criteria within one session such as non accredited and accredited criteria to assess individual learner progress
- Use progress data to monitor progress, set targets and plan subsequent sessions
- Record and use student and management data to support good and outstanding progress by students. This includes tracking learners using Bridge College’s MIS and ensuring data is available at tracking deadlines
- Prepare reports, progress records and other documents as required
- IV other practitioners work and provide accurate IV feedback and detailed reports
Adapt teaching to respond to the strengths and needs of all students
Regularly review and use therapeutic guidelines and intervention strategies to inform planning for individual learner need.
- Have a clear understanding of the needs of all learners and be able to use and evaluate distinctive teaching approaches to engage and support them
Present learner progress at multi- disciplinary learner progress and welfare meetings and be ready to respond and adapt session planning and approaches depended on meeting actions
- Have a secure understanding of how a range of factors can inhibit learner’s ability to learn and how best to overcome these.
Integration of therapeutic intervention within sessions
- Have high expectations for all learners and ensure that Positive Behaviour Support (PBS) Strategies are followed at all times
- Maintain good professional relationships, be ready to adapt lesson activities linked to therapeutic advice and guidance
- Ensure communication guidelines are embedded within all sessions including tier 1 speech and language therapy interventions are followed and adhered to
- Ensure all tier 1 therapy interventions are followed and embedded within each session
Professional Communication and Commitment
- To follow and embed professional teaching standards within own practice, be a reflective practitioner and adapt to daily challenges
- Attend meetings, staff development and other key events as required. Some may include evening and other out of hours working
- Pro-actively promote equality and diversity, and health and safety practices across College
Demonstrate skill in communicating with a range of learners, all with a wide range of physical, cognitive and communication difficulties
- Develop knowledge and application of communication strategies including total communication and the use of technology/ software to communicate with learners with a range of complex language and cognitive difficulties
- Comply with all safeguarding policy and processes
- To maintain strict confidentiality concerning individual learners
- Work collaboratively with a range of partners to facilitate student progression.
- Perform any duties as may reasonably be required by the trust, or as required by the management team
- To review and reflect on own teaching practice through formal and informal observation feedback of teaching, learning and assessment; responding to advice and feedback from colleagues
- To participate in own supervision and appraisal and work towards objectives set through performance management processes
- To ensure all Together Trust mandatory training requirements are kept up to date
- To comply with all Bridge College training requirements which fall outside of mandatory training needs
- To keep up to date with educational related standards and other professional development pertaining to their role.