zilongwang/ReadingBank huggingface dataset:
Does your child take any regular medication? □ Yes □ No If yes please complete attached ‘Client Treatment Sheet’ Does your child have a PRN/emergency dose of any medication prescribed? □ Yes □ No If yes please complete attached ‘Client Treatment Sheet’ What immunizations has your received? Hepatitis B □ No Chicken Pox □ No Triple Antigen □ No Measles/Mumps/Rubella □ No Meningococcal C □ No Tetanus □ No date: / / Other: ___________________________________________________________ MOBILITY TRANSFERS SHOWER____________________________________________________________________ WHEELCHAIR_________________________________________________________________ HEARING & VISION Additional information: ___________________________________________________________________________
Category Essential Desirable Method of Assessment Qualification and Training Equivalent of 4 GCSE subjects at Grade C or above including English and Maths. Educated to A Level standard or equivalent. Application Form Experience / Knowledge Experience of office administration. Experience of working with children. Knowledge of Schools Information Management Systems. Experience of invigilating examinations. Application Form Interview Technical Job Related Skills It literate. Knowledge of Databases. Word Processing Skills. Effective organisational skills. Effective analytical skills. Ability to communicate effectively, orally and in writing. Knowledge of Microsoft Excel & Word. Application Form Interview Personal Attributes Commitment to quality and continuous improvement. Accuracy and attention to detail. Team and customer orientated. Ability to be organised and work under pressure. Excellent interpersonal skills. Willingness to be flexible with working hours to respond to the Academy's needs. High expectation of themselves and others. Hard working. Willingness to participate in further training and developmental opportunities offered by the Academy to improve on their previous best. Able to work effectively as part of a team and on own initiative with minimum supervision. A good sense of humour. Enthusiastic and always positive. Commitment to uphold the Academy's Equal Opportunities Policy. Application Form Interview
- Person Specification After School Club Playworker Position: After School Club Playworker Essential Desirable Qualifications/ Training NVQ Level 3 in Playwork/Child Care/Early Years (or equivalent) – one post NVQ 2 in Playwork/Child Care/Early Years (or equivalent) – one post Certification in Health and Safety Certification in Child Protection Certification in First Aid (Training can be provided if necessary) Experience Previous experience of providing care and activities within a childcare, play or educational environment Previous experience of working within an School Club Knowledge and Understanding Understanding of child development and the role of play and other activities Understanding of the relevance of childcare legislation Understanding of health and safety and welfare issues within a childcare environment Understanding of the requirements of the Early Years Foundation Stage curriculum in relation to out of school hours learning Practical Skills and Abilities Ability to develop a programme of age suitable activities for children within the context of an After School Club Good organisational/planning skills in order to implement a programme of activities Ability to work as a team player within a staff team An interest in creative approaches to learning Personal Attributes and Qualities Committed, hard working and enthusiastic disposition High expectations of themselves, other adults and pupils Ability to work well within a team Good organisational skills Ability to relate well to others Willingness to share ideas and learn from others Show initiative Be flexible Sense of humour Please make reference to the above in submitted applications and/or interview
PERSON SPECIFICATION Post Title/Grade: Receptionist Attributes Essential Desirable How identified Qualifications GCSE or equivalent English & GSCE A levels or AMSPAR Medical Receptionist Application form Certificates Knowledge and Skills General Admin experience. Computer/keyboard skills. Evidence of continued personal development. Application form Interview Experience Reception/Office/Admin/ Service/ dealing with customers Working with the public Application form Interview References Specialist Knowledge Knowledge of clinical computer system. EMIS Web. Use of telephone switchboard Application form Certificates Job Related Skills Communication skills – good verbal and written. Methodical and organised. Word-processing. Spreadsheets. Application form Interview Personal Skills Well motivated. Calm Ability to listen, good team-worker, flexible, reliable. Ability to work under pressure Application form Interview References Special Working Conditions Flexibility to colleagues Car driver, access to own transport. Application form
Person Specification – Subject Teacher Category Essential Desirable Method of assessment and Training Qualified Teacher Status or equivalent. Degree or equivalent with significant content in related subject. Postgraduate degree and/or further relevant professional studies. The ability to offer a second subject. Experience / Knowledge Experience of and/or a passion for teaching. Knowledge and understanding of current issues in education. Understanding of the National Curriculum. Awareness of different learning styles and multiple intelligences. Have an achievement focus, and believe in students fulfilling and exceeding their potential. Sound understanding of what is required to secure effective teaching and learning. An understanding of performance and contextual data as tools for raising student development. Evidence of successful, consistently good to outstanding teaching practice. Excellent understanding of what is required to secure effective teaching and learning. Experience of successfully teaching across age and ability range. Experience of working with other agencies to enrich the education of students. Thorough understanding of the potential of e-learning. Interview/ Observations/ Application Form Expertise Able to inspire, challenge and motivate pupils. Set and achieve ambitious, challenging goals and targets. Securely meets the Teacher Standards relevant to pay range. Excellent oral and written communication skills. Excellent literacy and numeracy skills. Ability to give and receive effective feedback and act to improve own performance and that of others. Are, or have the potential to be, an outstanding teacher who models high quality teaching and learning. Interview/ Observations/ Application Form
HEART OF THE FOREST COMMUNITY SPECIAL SCHOOL PERSON SPECIFICATION: HEAD OF DEPARTMENT + TLR2 AREA ESSENTIAL DESIRABLE ASCERTAIN BY APPLICATION FORM PLUS Qualifications QTS SEN especially SLD/PMLD qualification Leadership qualification – e.g. leading from the middle Masters Degree Certificates Teaching Successful experience of teaching pupils with SLD, PMLD, autism and challenging behaviour Good (or better) quality teaching skills The ability to be a continually reflective practitioner and continually improve one’s practice Experience of mentoring other teachers – NQT, student teachers, peer lesson observations Application Form Reference Lesson Observation Key Knowledge Full working knowledge of relevant curriculum/policies/codes of practice/legislation Understanding of the needs of pupils with Severe Learning Difficulties including a good understanding of cognitive development within mainstream children from birth to 11yrs Understanding of the key of pupils with Profound and Multiple Learning Difficulties Understanding of the key needs of pupils with Autism including TEACCH and PECS. Understanding of the key needs of pupils with Challenging Behaviour Team Teach Training or equivalent including positive physical interventions Knowledge of current developments in education. Knowledge of the key implications of a range of specific medical diagnosis and conditions Basic knowledge of programmes from therapy services including Speech and Language Therapy, Physiotherapy and Occupational Therapy Understanding the theory behind different styles and approaches to Leadership and Management Child Protection – higher level training and/or knowledge Detailed understanding of the needs of pupils with Profound and Multiple Learning Difficulties Detailed understanding of the needs of pupils with Autism including TEACCH and PECS Detailed understanding of the needs of pupils with Challenging Behaviour Detailed knowledge of the implications of a range of specific medical diagnosis and conditions Enhanced knowledge of programmes from therapy services including Speech and Language Therapy, Physiotherapy and Occupational Therapy Interview
THE DIVERSITY THAT WAS PROMISED: A SONG OF CULTURE AND DIFFERENCE ABSTRACT Diversity in higher education discourse is largely presented as a problem of proportions and a domain for categoric difference. Often, diversity functions as a way to talk about racial inequality without explicitly evoking systems of privilege and oppression. As a consequence, the capacity for diversity to effect institutional change and minimize inequality is severely limited. This paper problematizes “diversity” as a concept and examines who, exactly, is framed as the principle beneficiaries of campus diversity. It looks at the University of California, Riverside in particular, a campus that has received attention for its diverse student population. However, a preliminary examination of UCR’s promotional statistics suggests that black, Latino/a, and Asian students are not adequately represented at the graduate and faculty levels. This paper concludes with a short list of recommendations for UCR. PROBLEMATIZING DIVERSITY In the winter of the 2015, I was granted the opportunity to participate in a quarter-long research seminar as part of a broader two-year project at the Center for Ideas and Society at the University of California, Riverside. The project was titled “Advancing Intercultural Studies: A Seminar Series,” and was generously funded by the Andrew W. Mellon Foundation. The research seminar in which I participated was called “Beyond Diversity: Are We There Yet?” and while the original funding proposal conceptualized diversity as something that is both expansive and processual, I found myself troubled this notion that diversity is something that we are on a path to get “beyond.” This is for several reasons. First, despite the argument (evident in the
Saperstein, Aliya and Andrew M. Penner. 2010. “The race of a criminal record: How incarceration colors racial perceptions.” Social Problems 57(1):92-113. Schmitt, Michael T. and Nyla R. Branscombe. 2002. “The meaning and consequences of perceived discrimination in disadvantaged and privileged social groups.” European Review of Social Psychology 12(1):167-199. Tropp, Linda R. and Rebecca A. Bianchi. 2006. “Valuing diversity and interest in intergroup contact.” Journal of Social Issues 62(3):533-551. Urciuoli, Bonnie. 1999. “Producing multiculturalism in higher education: Who’s producing what for whom?” Qualitative Studies in Education 12(3):287-298. Urciuoli, Bonnie. 2009. “Talking/Not talking about race: The enregisterments culture in higher education discourses.” Journal of Linguistic Anthropology 19(1):21-39. Zuniga, Ximena, Elizabeth A. Williams, and Joseph B. Berger. 2005. “Action-oriented democratic outcomes: The impact of student involvement with campus diversity.” Journal of College Student Development 46(6):660-678.
The monitoring, assessment, recording and reporting of children’s progress including effective target setting Effective learning and teaching styles The statutory requirements of legislation concerning Equal opportunities, Health and Safety, SEN and children protections. Skills The class teacher will be able to: phonics effectively Teach children to read, write and use number effectively Meet the needs and abilities of a mixed ability class of children and ensure that each child achieves what they should. Use a wide variety of teaching approaches and styles to deliver exciting and motivational content to pupils Maintain an accurate and informative assessment system which can be used for a variety of audiences. Promote the school’s aims positively, and use effective strategies to monitor motivation and morale Develop good personal relationships within the team Establish and develop close relationships with parents, the governors and the community In addition, the Class teacher might also be able to Show evidence of a commitment to taking and active part in the life of the school Provide evidence of leading a subject area Show a commitment and interest in activities beyond the normal curriculum.
Category Essential Desirable Method of assessment Qualification and Training Recognised qualification in Safeguarding Children. 5 GCSE Grades A – C including English and Math’s or equivalent. Commitment & Evidence of Continual Professional Development. Educated to degree level Conflict Resolution/De-escalation/Restraint Training Current evidence of working with other agencies. Designated Safeguarding Lead/CAF training. Application Form Knowledge Experience of working within a secondary school environment. Knowledge of current and emerging safeguarding issues. Knowledge of Children Act 1989/2004 and Safeguarding Guidance. Applied knowledge of the Data Protection Act in relation to practice and information sharing. Knowledge around the care of children aged 11-18 years. Knowledge of the Prevent Agenda Knowledge of Online Safety Knowledge of Local Safeguarding Children Board policies and procedures. Application Form Interview Skills and Experience Experience of working with vulnerable children and their families. Experience of working with other agencies to safeguard and promote the welfare of children. Knowledge of Child Protection Procedures and issues for children in need. Demonstrate awareness of accountability framework and issues of confidentiality. Understanding and experience of supervision. Excellent written and verbal communication skills. Record Keeping and Report Writing skills. Ability to communicate highly sensitive information across agency boundaries. Awareness of the Rights Act. Previous experience of delivering training/INSET to colleagues. Previous experience of managing allegations against members of staff. Experience of managing a team. Experience of developing and implementing Personal Education Plans (PEP) and chairing PEP meetings for Looked After Children. Application Form Interview Personal Attributes Enthusiastic and always positive, thriving on overcoming difficulties. Confident manner with the ability to deal with children and families from a variety of backgrounds. Mature, responsible but with a sense of humour. Ability to keep calm under pressure. Are able and willing to scrutinise their own practice and to make their practice accessible to others. Enjoy working with young people and can communicate well with them. High expectation of themselves and all students. Flexible approach to people and situations. Application Form Interview
PERSON SPECIFICATION NB: You will need to demonstrate in your supporting statement how you can meet the criteria listed below. A micro- teach will form part of the selection process. Post Lecturer in Fashion and Textiles We will assess your match to the criteria from: KEY: (E) – Essential (D) - Desirable Appl. Form QUALIFICATIONS Have a degree or equivalent qualification in a subject relevant to the courses delivered in digital media. E √ √ Possess a teaching qualification or be prepared to undertake a further education teaching qualification within one year E √ √ Industrial experience of Fashion production. E √ √ EXPERIENCE Have recent and relevant experience of teaching the subject to learners from Level 1 to Level 6 higher education E √ √ √ Evidence of recent teaching and assessment practical issues in delivering subject programme D √ √ √ Be prepared to undertake CPD activities as required E √ √ SKILLS AND ABILITIES Ability to deliver excellent teaching, learning and assessment pedagogic practice E √ √ √ Be able to deliver a variety of pedagogic strategies to suit a variety of learning styles E √ √ √ Have the ability and interest to contribute to learner enrichment activities E √ √ Possess excellent interpersonal and team development skills and have the ability to contribute to the team and its goals. Be able to work independently and as a member of the team E √ √ Be well organised, reliable and punctual E √ √ Possess good IT and administrative skills and be able to keep accurate tracking records of learners’ progress, keep an up-to date schemes and records of work. E √ √ KNOWLEDGE AND UNDERSTANDING Enthusiasm for the subject and ability to impart this to motivate learners from level 1 to level 5 E √ √
Person Specification – Head of ICT The Futures Trust and Stoke Park School are committed to safeguarding and promoting the welfare of Children and Young People, and require all staff and volunteers to share this commitment. Responsible to Headteacher TMS/UPS Hours 25 hours per week Location Based at Stoke Park School Essential Criteria Desirable Criteria Measured By Education and Qualifications Must have QTS (Qualified Teacher Status First degree or Certificate of Education Experience of working in 11-19 schools Ability to teach ICT Application form Certificates Skills and Abilities Able to motivate and strategically lead the ICT Department Able to follow the school’s safeguarding procedures and recognise when to report any concerns Excellent written and verbal communication skills Adaptable to changing circumstances and new ideas Self-motivated with good organisational skills and the ability to prioritise workload effectively Application form Interview Experience Principles and practices of effective teaching and learning Preparation of schemes of work and lessons knowledge and understanding of subject area(s) Principles and practices of monitoring/assessment/evaluation Experience of leading and managing a department Application form Interview Assessment
PERSON SPECIFICATION PRO FORMA Post: Public Health Lead Post No. To be determined Department: Public Health Division: ? Personal Attributes Required (considerations) Essential (E) Or Desirable (D) Method of Assessment (suggested) QUALIFICATIONS/TRAINING Knowledge of specialist public health fields acquired through relevant degree plus additional training or experience to Masters degree or equivalent. Registered, or working towards registration as a Public Health Practitioner. E D A/I A/I EXPERIENCE Substantial experience in strategic public health/health related and facilitating change in practice Experience of project management, commissioning and budget management Experience of engaging stakeholder in a multi agency, multi partnership format. Project management qualification. Experience of engaging with elected members and or clinicians. E E E D D A/I A/I A/I A A/P/I SKILLS/KNOWLEDGE/APTITUDES Proven ability to apply professional judgement in resolving complex and diverse public health and commissioning issues. Ability to act on own initiative and professional judgemental within the scope of the role. Excellent communicator in oral, written and presentation skills. Skilled in communicating and negotiating with and influencing colleagues, partners and stakeholders at a senior level. Ability to build effective working relationships and engage the public and service users in service development. Ability to create complex, high quality written material, including statistical tables, for a wide readership. E E E E E A/I A/I A/I/P A/I A/I/T
Effective team member with strong interpersonal, influencing and facilitation skills. Flexible, pro-active, uses initiative, prioritises, manages own workload and works well under pressure and to tight timeframes with minimal supervision. Ability to carry out research and evaluate research carried out by others. Proven ability to assess, plan, prioritise, monitor and evaluate a range of interventions. Ability to analyse and interpret information for effective decision making. Computer literate to enable reports, presentations, spread sheets, databases, and artwork to be produced. Ability to manage budgets and prepare bids for external funding. Understanding of epidemiology and statistics, public health practice, health promotion, health economics, health care evaluation . Awareness of methods of developing clinical quality assurance and evidence based clinical practice. Comprehensive knowledge and understanding of social and political environment, including national and local policy, strategies and guidance. E E E E E E E E E A/I/P A/I A/I A/T A A/I A/I/P A/I A/I/P SPECIAL REQUIREMENTS This post is registered as exempt from the Rehabilitation of Offenders Act 1974 and in accordance with the Police Act; the successful candidate must be able to obtain satisfactory Enhanced Criminal Record Disclosure in order to be appointed to the post. In the respect a criminal record check will be undertaken prior to confirmation of appointment. The post holder must travel independently over a wide geographical area. E E Prepared by: Anna Nygaard AF = Application Form I = Interview
PERSON SPECIFICATION Receptionist ESSENTIAL DESIRABLE Qualifications Educated to GCSE level Experience Experience of working in a customer facing / public serving environment Experience of working in a GP surgery Skills Demonstrate the ability to serve customers effectively both face to face and on the telephone. Demonstrate the ability to have empathy with patients. Be IT literate – and have used Microsoft office and be familiar with e mail and internet platforms. Good verbal and written communication skills. Good telephone communication skills Good interpersonal and presentation skills as there is a need to communicate with a variety of external Partners. Capability to work well in a team – both immediate team and team Experience of working with The EMIS web clinical system. Knowledge Demonstrate experience of working in a previous customer serving environment. Have worked within a GP Practice or other healthcare environment. Other Ability to be flexible and adjust to a changing health care environment. Employment checks This employment will be subject to full employment and a clear DBS check.
Person Specification Job Safe and Sound Training and Development Officer Department: Information, Advice and Guidance Essential Desirable How Identified Qualification NQF level 3 or equivalent qualification in advice and guidance and/or a relevant level 3 teacher / training qualification; or willingness to obtain the qualification in the first 12 months of employment. Degree or equivalent qualification. Evidence of certification of an appropriate qualification to be verified at interview or from records. Experience A minimum of 2 years’ experience working in an advice and/or support setting with disabled people or other socially excluded groups. Proven experience of delivering training and/or briefings to disabled people and/or other socially excluded groups in a community setting. Proven experience of advocating on behalf of socially excluded groups supporting them to achieve positive outcomes in relation to personal safety, safeguarding issues and access to statutory services. Experience of working in a multi-faceted role within a small organisation. Experience of working as a ‘Community Animateur’ or similar role. Coaching and Mentoring experience. Experience of working with stakeholders in the field of community safety. Experience of casework management. Employment activity identified in application and responses to interview questions. . Knowledge A understanding of the issues affecting disabled people and Knowledge of and contacts with other stakeholders in the Details identified in application and
what makes them potentially vulnerable. A good knowledge and understanding of the support services available to disabled people and referral processes to statutory and non-statutory agencies. A good understanding of safeguarding and statutory reporting procedures for young people and vulnerable adults. field of community safety and statutory services. Knowledge of Birmingham City Councils Prevent First Strategy and related developments. responses to interview questions. Practical skills Excellent written and verbal communication skills. Excellent time management skills with the ability to prioritise workload and effectively multi-task. The ability to work in a pressurised role. The ability to produce training materials, correspondence, reports and written documentation using Microsoft Word, Excel and Outlook. Excellent ICT skills and the confidence to use ICT packages to deliver training; events and communications; and record beneficiary data. The ability to take initiative, be and motivate others. The ability to work effectively and flexibly as part of a team. Previous utilisation of skills, experience and understanding related to a Client Records Management (CRM) system. Employment activity identified in application and responses to interview questions.
Job Designation Social Care Worker Salary To be agreed Reports To Registered Manager ESSENTIAL DESIRABLE VERIFIED BY QUALIFICATIONS NVQ 3 – Level 3 Diploma (QCF) qualified. (Commitment to obtain this qualification within regulatory timeframes, essential). D Application Form/ Certificate SKILLS Effective communication skills with colleagues, outside agencies, service users and families. E Application Form/ Interview Good interpersonal skills. E Interview To work as part of a team and use own initiative when required. E Application Form/ Interview Flexibility. E Application Form/ Interview Ability to reporting and record as required. E Application Form/ Interview KNOWLEDGE An understanding of the of service users within a social care setting. E Application Form/ Interview Knowledge of the Quality Care Standards and Regulations. D Application Form/ Interview Knowledge of relevant legislation i.e. Children Act 2004, Quality Standards. D Application Form/ Interview Knowledge of multi-agency working. D Application Form/ Interview Understand the principles of outreach work/ family support and supervised contact. D Application Form/ Interview Knowledge of Child Development D Application Form/ Interview Knowledge / understanding of current legislation in respect of policies and procedures (inc. Safeguarding, Equality & Diversity and Health & Safety). D Application Form/ Interview Understanding the principles of safeguarding, child protection and protection of vulnerable adults. D Application Form/ Interview ESSENTIAL DESIRABLE VERIFIED BY ABILITY To form professional and positive relationships with service users. E Application Form/ Interview
Ability to meet the personal of the service users, as required. E Application Form/ Interview The ability to deal with difficult situations, including challenging behaviours, and make appropriate decisions in line with the policies and procedures. E Application Form/ Interview To quickly and absorb information in relation to working with service users. E Application Form/ Interview To ask for guidance and support and to admit mistakes. E Application Form/ Interview Ability to organise provision of leisure activities. D Application Form/ Interview OTHER REQUIREMENTS Full UK Driving Licence. D Application Form Ability to work shifts including weekends and evenings and sleep ins E Interview A willingness to participate in all training, supervision and CPD. E Application Form /Interview
PERSON SPECIFICATION Job Teaching Assistant Level 2 Job No: Grade: GR2 Division: No of Post: Section: Method of Assessment (M.O.A.) A.F. = Application Form; I = Interview; T = Test or Exercise; P = Presentation CRITERIA ESSENTIAL M.O.A. EXPERIENCE (Relevant work and other experience) Experience of working with children Some experience of supporting children in Literacy, Numeracy and working with SEN groups and individuals Some experience of using ICT effectively Knowledge of policies and codes of practice/legislation AF/I AF/I AF/I AF/I SKILLS AND ABILITIES (Eg Written communication skills, dealing with the public) A good understanding of child development and learning processes The ability to follow instructions from the teacher and also be able to work independently To make effective contributions to the team as appropriate The experience of and the ability to deal positively with children and parents The ability to manage behaviour effectively The ability to implement assessment for learning under the guidance of the teacher Show initiative and work independently AF/I AF/I AF/I AF/I AF/I AF/I AF/I AF/I
Person Specification School Business Manager Essential Desirable Evidence Qualifications Recognised management / business degree or equivalent qualification e.g. NCSL Business Management School Business Management Qualification Certificates at selection event. Training Evidence of CPD over the past 3 years Evidence of Budget Planning Evidence of Safeguarding Training DSL qualification Evidence of Appraisal Training Application Form Certificates Experience Managing strategic financial plans. Managing budgets, financial reporting, procurement, fixed assets. Managing financial control. Managing H&S Managing risk assessments. Coaching staff Managing in an educational environment. Managing at a SLT level. Managing change projects Leading staff appraisal and accountability. Managing personnel and recruitment and retention. Application form Interview Tasks at interview Knowledge and Skills Able to deliver services and systems applicable for effective school management. Able to deliver value for money initiatives. Able to research and compile financial bids. Able to lead teams and individuals. Able to strategically influence decision making Understanding promoting of positive relationships within the wider school community. Understanding of primary schools policies. Application form Interview
Person Specification Job title: North Yorkshire Advocate Essential Desirable Experience Experience of delivering advocacy or similar rights approach work Advocacy qualifications including Independent Advocacy Qualification Experience of managing time efficiently when working from home Experience of delivering a service across a wide geographical area. Experience of supporting people in distress and / or who feel excluded in society. Knowledge and Understanding A clear understanding of the role of advocacy and how it differs from other forms of support and advice. Detailed knowledge of the principles and role of advocacy, the various types of advocacy including statutory advocacy. Knowledge of the challenges faced by people whose independence or wellbeing is at risk Knowledge of health and social care systems and / or advocacy Knowledge of mental health and social care services in North Yorkshire Knowledge of mental ill-health and recovery Knowledge of the importance of client confidentiality within advocacy work. Knowledge of voluntary sector organisations locally. A good understanding and personal awareness of the value of boundaries in this kind of client work.
Person-Centered Review Instructions: Include the full outcome as reflected on the shared plan or in a previous update in first column. Include the start and status for each outcome in column 2. Evaluate each outcome in the last two columns. Describe progress toward each outcome (Based upon the Plan for Supports: Support Activities and Instructions, activity data and target dates). DESIRED OUTCOMES Number and Statement date/status of outcome: Describe what has been tried and learned since the last review. What are you pleased about and concerned about? Describe what will be changed or improved and what will stay the same. Outcome Number and Statement] Start date: Met Partially met Not met [Enter tried, learned, pleased and concerned] [Enter what is changing, improving and staying the same] [Enter Outcome Number and Statement] Start date: Met Partially met Not met [Enter tried, learned, pleased and concerned] [Enter what is changing, improving and staying the same] Outcome Number and Statement] date: Met Partially met Not met [Enter tried, learned, pleased and concerned] [Enter what is changing, improving and staying the same] Please describe any significant events not reported above: (All significant changes in health including new diagnosis and conditions have been included in ISP revision for monitoring) Yes No N/A Please describe any additional medical information including medical appointments, medication changes, physical complaints, health issues, safety restrictions, or other risks and how these will be addressed: Has informed consent been obtained for the use of currently prescribed psychotropic medications? Yes No N/A Please explain the reasons, in detail, this person continues to need high intensity supports (Day Support or and/or overnight safety supports (Residential) as indicated in the Plan for Supports, if applicable: Describe the individual’s satisfaction with supports: Will this be followed by a service authorization request in to reflect changes in support hours? Yes, because hours are changing Not needed: no change in support hours
Person Specification Job Title Dispensing Technician Job Holder VACANT Reports To Warehouse Manager Date May 2017 Essential Desirable Method of Assessment E1 D1 Educational Attainment Good standard of education Minimum Maths & English GCSE (or equivalent) X X Application form/Certificate Application form/Certificate E2 E3 E4 Work Experience Min 3 yrs use of SAP in warehouse & logistics Min 3 years working in a GMP warehouse Min 3 dispensing Raw Materials and chemicals X X X Application form Application form Application form D2 E5 E7 E8 D3 E9 E10 Knowledge/Skills/Aptitude Equipment and instrument operating, monitoring and control skills –knowledge and experience of asset and related systems Work Planning – to self-organise and set priorities with respect to dealing with customers and deliveries, booking in, sampling, pick and put away, dispensing and material deliveries. Compliance –Detailed and validated knowledge of QA compliance systems and procedures with experience of use in both manufacturing and cleaning operations SHE – Detailed knowledge and application of the relevant SHE procedures Chemical Hazards – Compliant use and application of the SHE systems and of PPE, knowledge of relevant COSHH requirements and the precautions required Problem solving skills – basic ability to define/analyse problems and propose and implement solutions to the root causes. Communication – Oral and written. Effective use with feedback on the work progress, handovers, plans and X X X X X X X Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview
Person Specification - TEMPLATE Job Title Capital Accountant Job Holder VACANT Reports To Jennifer Snowdon Date June 2017 Essential Desirable Method of Assessment E1 Educational Attainment Qualified Accountant (ACA/ACMA/ACCA) with some post qualification experience X Application form/CV/Certificate D1 E2 E3 E4 E5 Work Experience Managing capital projects from a finance perspective Experience of managing or reviewing costs (either capital or cost centres) Experience of preparing and reporting data to business Experience of identifying and solving issues Preparation or review of balance sheet reconciliations X X X X X Application form/Interview Application form/Interview Interview Interview Application form/Interview E6 E7 D2 Technical Skill Working knowledge of Microsoft Office Excellent Excel skills (vlookups and pivots) Experience working with SAP X X X Application form Application form/Interview Application form/Interview E8 E9 E10 E11 E12 E13 Personal Skills Excellent communication skills – including being able to present complex information in a clear and concise manner Ability to influence, negotiate and persuade Ability to work without close supervision, yet able to judge when advice and support is required Ability to effectively prioritise Ability to work with non finance people Ability to manage under pressure X X X X X X Interview Interview Interview Interview Application form/Interview Interview Circumstances
PERSON SPECIFICATION: Casual Lettings Officer Qualifications and awards Essential Desirable How Tested Professional Knowledge and Experience Experience of dealing with members of the public X Application form Interview Experience of cleaning and maintenance work X Application form Interview References Awareness of the statutory requirements for safeguarding children and vulnerable adults X Application form Interview References Technical competencies and skills Aptitude for practical based work and able to undertake practical tasks safely and effectively X Application form Interview References Knowledge of Health & Safety and COSHH regulations X Application form Interview References Able to manage simple administrative tasks required by the department X Application form Interview References Interpersonal Skills, Intellectual ability Good communication and interpersonal skills and able to work well with students and members of the public X Application form Interview References Hardworking, flexible and organised, with good skills and the ability to plan and manage a work stream X Application form Interview References Good problem solving skills X Application form Interview References Able to work cohesively as part of a team and on own initiative X Application form Interview References Willing to and undertake training in relevant identified areas X Application form Interview Able to work flexibly and attend call outs X Application form Interview
3.5 Computer literate (familiar with using MS Excel, Word, PowerPoint and Email programmes) E A 3.6 Excellent telephone skills E A 4. Personal 4.1 Ability to self-motivate, demonstrate common sense and use initiative E A & I 4.2 Ability to work flexibly (including evening and very occasional weekend work) E A & I 4.3 Willingness to travel between various locations E A 4.4 Ability to be motivated, enthusiastic and possess a positive attitude to primary mental health care and service users E A 4.5 Personal experience of mental health and/or substance misuse problems D A Key - Method of Assessment A = Application Form I = Interview T = Test P = Presentation
Effective management of student behaviour Ability to use ICT in teaching and learning and for administration Ability to engage with parents and colleagues in the education of students In addition to the candidates’ ability to perform the duties of the post, the interview will also explore issues relating to safeguarding and promoting the welfare of children including - motivation to work with children and young people; ability to form and maintain appropriate relationships and personal boundaries with children and young people; emotional resilience in working with challenging behaviours; and attitudes to use of authority and maintaining discipline.
Person Specification Job Title Principal Scientist PD, MCC R&D Job Holder VACANT Reports To Staff Scientist Date September 2018 Essential Desirable Method of Assessment E1 D1 Educational Attainment Life science degree PhD in Mammalian Cell Culture X X Application form/Certificate Application form/Certificate E2 D2 D3 E3 E4 Work Experience Experience of the operation and control of stirred tank, laboratory and large scale mammalian cell culture bioreactors Experience with high throughput cell line screening technologies, such as the ambr™ systems Knowledge of cGMP manufacturing Experience of mammalian cell culture, preferably in a biotech/pharmaceutical industry setting Experience of writing Lab books and / or reports X X X X X Application form/interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview E5 E6 E7 E8 D4 E9 Knowledge/Skills/Aptitude In-depth knowledge of mammalian (ideally CHO) media and process development/optimisation Good aseptic technique Excellent written and verbal communication skills Able to perform calculations required for cell culture (for example, calculating growth rate, cell number manipulations, basic statistics) Line management/supervision of research staff In depth knowledge of cell culture methods X X X X X X Application form/Interview Interview Application form/Interview Interview/Assessement Application form/Interview Application form/Interview E10 E11 Circumstances Flexible work ethic Prepared to work weekends (on rota) X X Interview Interview
Person Specification Job Title QC Analyst Job Holder VACANT Reports To Williams Nkrumah Date 26MAY17 Essential Desirable Method of Assessment E1 Educational Attainment Microbiological Degree X Application form/Certificate D1 D2 E2 E3 D3 D4 Work Experience Good understanding of Microbiological techniques with at least 2 years of experience in this field. Experience in cGMP analytical activities Trained in Aseptic Handling technique Ability to follow methods Experience in project ownership/planning Experience in use of Spiral Plater X X X X X X Application form Application form/interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview E4 E5 E6 E7 D5 Knowledge/Skills/Aptitude Excellent written and verbal communication skills Ability to present data in a clear and concise manner and fully investigate any OOE/OOT data. Ability to work without close supervision yet able to judge when advice and support is required Ability to effectively prioritise Ability to write protocols /reports X X X X X Application form/Interview Interview Interview Interview Interview
“On Call” Administrative Volunteer – Requires Stage One and Two, but serves only “on call” to cover when weekly Greeters cannot serve or when a staff person is out of the office. Special Event Volunteer – Requires Stage One, Service times vary with fundraising events. Special Project Volunteer – Requires Stage One, Serves “on call” when various projects come up that require extra hands. Volunteer Information Hand of Hope Pregnancy Centers First Name Last Name MI Address City State Zip Home (_____) Work (_____) Cell Phone (_____) Email Emergency Contact Person Emergency Contact Telephone (_____) How did you find out about HOH? What is your reason for seeking to volunteer? Personal and Family History Birth Gender Female Male Ethnicity
ATTRIBUTES CRITERIA RANK RELEVANT EXPERIENCE Fluency in French Previous experience of teaching French at A EDUCATION AND TRAINING Minimum of Level 2 qualification in literacy and numeracy (e.g. GCSE English and Maths at grade A*-C) or able to demonstrate equivalent level of ability. Have recognised teaching qualification (e.g. PGCE, Cert Ed or recognised equivalent) – please specify whether secondary or post-16 qualification) or be prepared to work towards achieving one Degree or equivalent in a relevant discipline Essential Essential Essential A, C, I A, C, I A, C, I SPECIAL KNOWLEDGE AND SKILLS Ability to plan and facilitate good teaching and learning to meet the needs of a wide range of individual students. The ability to develop good working relationships with students, teaching and support staff Strong interpersonal and communication skills (both written and verbal). Excellent organisational and administrative abilities, including time-management skills. Familiarity with using IT in teaching and learning particularly through a Virtual Learning Environment (VLE). Up-to-date knowledge and awareness of Health and Safety regulations pertaining to area of expertise and working in an educational environment. A, I, R, T A, I, R, T A, I, R, T A, I, R A, I A, I, R ADDITIONAL FACTORS Ability to respond flexibly and creatively to new challenges and opportunities. Commitment to equality and diversity initiatives and practice. Suitability to work with children and young adults. Essential Essential Essential A, I, R A, I, R A, I, R, DBS
PERS 4010 SHORE SPECIAL PROGRAMS ASSIGNMENTS COMM/DSN: 901-874-XXXX/882-XXXX FAX: (901) 874-2647 LCDR TODD NENNICH (BRANCH HEAD) NCCM STEVE CRAWFORD (RAO/DLCPO) PSCS DEMETRA THOMAS (ADLCPO) Shore Special Programs@navy.mil CCS/PDI/ADCO/SEA Pers-4010d1_e3.fct@navy.mil 4-3862 BRIG/CCU/TPU/QUAD9999/NWW-SH Pers-4010d1_e3.fct@navy.mil 4-3872 RDC/OTC/CER SURV Mill_NPC_RDC1.fct@navy.mil 4-3878 RDC/OTC/CER GUARD/WATER SURV Mill_NPC_RDC1.fct@navy.mil 4-3855 CRF/CANV LEAD CRFR Crf_detailer.fct@navy.mil 4-2352 CANV RECR/CLASSIFER Mill_NPCRecruiting@navy.mil 4-2887 CANV RECR/CLASSIFER Mill_NPCRecruiting@navy.mil 4-3861 JOINT STAFF/NATO/MAAG/COMB CMD/PEP /NDC Pers-4010g.fct@navy.mil 4-4583 USS CONST/ARIZONA/MEPS Pers-4010D_S2.fct@navy.mil 4-3883 PACT Detailer Pact_detailer.fct@navy.mil 4-2380 AVAILS TECH PERS-4010S.fct@navy.mil WASHINGTON DC/MILLINGTON LEAD Pers-4010f_f1_k.fct@navy.mil 4-3880 WASH/DCMILLINGTON/BRAC/NACIC Pers-4010f_f1_k.fct@navy.mil 4-3886 WASH DC/MILLINGTON/BRAC/ENL TO OFF Pers-4010f_f1_k.fct@navy.mil 4-3873 HR ASSISTANT 4-3860 HR ASSISTANT 4-3874
Personal Skills Vigilance & Situational Awareness: Capacity to be alert to dangers or problems, particularly in relation to clinical governance. Demonstrates awareness of developing situations Coping with Pressure: Capacity to function pressure. Demonstrates initiative, flexibility & resilience to cope with setbacks & to rapidly changing circumstances. Awareness of own limitations & when to ask for help Managing Others & Team Involvement: Capacity to work cooperatively with others and demonstrate leadership when appropriate. Capacity to work effectively in multi- professional teams Problem Solving & Decision Making: Capacity to use logical/lateral thinking to solve problems & make decisions Empathy & Sensitivity: Capacity to take in others’ perspectives and see patients as people Communication Skills: Demonstrates clarity in written/spoken communication and capacity to language as appropriate to the situation Organisation & Planning: Capacity to organise oneself & prioritise own work. Demonstrates punctuality, preparation & self-discipline. Understands importance of information technology Application form Interview / Selection centre References Probity Professional Integrity & Respect for Others: Capacity to take responsibility for own actions and demonstrate a non- judgemental approach towards others. Displays honesty, integrity, awareness of confidentiality & ethical issues Application form Interview / Selection centre References
Is able to monitor and track student performance in relevant curriculum area. √ √ √ Is able to review progress and implement change √ √ √ Personal Qualities and attributes Flexible and approachable √ √ √ Is able to foster positive relationships with students and enjoys seeing them learn and progress √ √ √ √ Is flexible, able to work under pressure and meet deadlines √ √ √ Is a strong role model for staff and students which includes having excellent professionalism, attendance and punctuality √ √ Other professional requirements A commitment to, and understanding of, the wider aspects of student development, including tutoring, SMSC and the promotion of core British values √ √ √ A willingness to initiate and participate in both cross curricular and extra-curricular activities √ √ √ Is determined to promote a culture that celebrates success √ √ √
Person Specification Job Activities Administrator Essential Desirable Experience Experience of working in a busy office environment with periods of high work load Experience of the charity sector Experience of working efficiently across multiple projects Experience of working with people with additional needs, such as mental ill-health, learning disabilities, etc. Experience of delivering responsive and excellent customer service Recent experience in an administrative role undertaking a wide variety of administrative tasks Knowledge and Understanding Understanding of the difficulties faced by people who experience barriers to accessing services Understanding of the kind of datasets/outcomes required by charity organisations and their funders Understanding of mental ill-health and recovery A good understanding of confidentiality and its importance within an organisation such as York Mind. A good understanding and personal awareness of manging boundaries in this kind of work setting. Skills and Abilities Proficiency in internet research and software packages to an intermediate level: MS outlook, Word, Excel, Access, PowerPoint and bespoke databases