PDF Job Descriptions Handbook for Grades and Positions Within ...

JOB DESCRIPTIONS HANDBOOK

FOR GRADES AND POSITIONS WITHIN

THE DIRECTORATE FOR QUALITY AND STANDARDS

AND THE DIRECTORATE FOR EDUCATIONAL SERVICES

JULY 2007

MINISTRY OF EDUCATION, YOUTH AND EMPLOYMENT

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Content

Page

1. KINDERGARTEN ASSISTANT

4

2. TEACHER ECEC

6

3. LEARNING SUPPORT ASSISTANT (LSA)

(Facilitator, KGA Special Education,

Supply KGA Special Education,

PT Special Education)

6

4. TEACHER (inc Temporary/Supply Teacher)

10

5. FORM TEACHER

13

6. ACTIVITY TEACHER

14

7. RESOURCE CENTRE TEACHER

17

8. INCLUSION COORDINATOR

18

9. HEAD OF DEPARTMENT

(Subject/Group of Subjects)

20

10. HEAD OF DEPARTMENT (Primary)

21

11. HEAD OF DEPARTMENT (Early Years)

22

12. SCHOOL COUNSELLOR

23

13. COUNSELLOR

24

14. COLLEGE COUNSELLOR

27

15. CAREER ADVISOR

28

16. COLLEGE CAREER ADVISOR

30

17. SERVICE MANAGER

31

18. TASK OFFICER

32

19. COLLEGE PREFECT OF DISCIPLINE

32

20. ASSISTANT HEAD OF SCHOOL

34

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21. HEAD OF SCHOOL/RESOURCE CENTRE

35

22. EDUCATION OFFICER

39

23. ASSISTANT DIRECTOR

41

24. COLLEGE PRINCIPAL

41

Appendix 1

46

A.

MENTORING

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1. KINDERGARTEN ASSISTANT (KGA)

The duties and responsibilities and duties of a Kindergarten Assistant shall be:

Overall Purpose of Position ? To educate children according to guidelines provided by the National Curriculum Framework under the overall guidance of the competent education authority in the early years sector;

? To keep up to date with changes in the early years curriculum, developments and best practice;

? To facilitate the child's holistic development by creating a stimulating and positive environment conducive to learning using informal creative play strategies;

? To assist a child's language, physical, emotional and spiritual development by planning challenging but achievable experiences and activities;

? To broaden the child's knowledge and understanding of the world around him/her and the ability to respect cultural diversity.

Main Responsibilities ? Planning, preparing and carrying out educational activities which stimulate, foster and develop the child's abilities, personal and social attitudes and values, autonomy and intellectual curiosity in consonance with foundation stage childhood development;

? Developing and implementing work schemes and activity plans in line with the requirements of this early childhood education foundation stage;

? Adopting and working towards the implementation of the school development plan of the particular school they are giving service in;

? Organising and developing the kindergarten learning environment, visual aids and teaching and learning resources so as to foster enthusiasm for learning and help children achieve early learning curriculum goals;

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? Carrying out age-appropriate activities to promote literacy through creativity self-expressive arts - music and rhythm, drama and art;

? Providing opportunities for pupils to socialise with peers and adults with whom they come in contact;

? Enabling children to develop their gross motor control skills and physical capabilities so that they become independent according to their age;

? Observing, assessing and recording the children's development, progress and behaviour;

? Providing supervision and help during meals, dressing and undressing and toileting. (It is understood that children attending kindergarten should generally be toilet trained before they start attending school);

? Advising and collaborating with the Head of School, Assistant Head, other KGA's, Learning Support Assistants and education officials in the preparation and development of educational playgroup sessions, educational materials and programmes of work;

? Participating in further training and on-going professional development as KGA, including participation in In-Service education and training courses as directed by the Directorate for Educational Services (DES) in consultation with the Union;

? Maintaining high standards of professional practice and behaviour as well as order and discipline among children under one's care thus safeguarding their health and safety at all times and locations;

? Facilitating an effective transition process between child care and kindergarten, and between kindergarten and primary years. Establishing contact with parents prior to a child starting kindergarten and, where appropriate, visiting providers of preschool care, such as day nurseries, so as to gain a better understanding of the child. Contact is also to be established with the Year 1 teacher. Individual assessment records shall constitute an important element of the transition process from one year to

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