zilongwang/ReadingBank huggingface dataset:
Person Specification QUALIFICATIONS & TRAINING Essential Desirable How assessed 1 Strong educational background including achievement or working towards management qualification at or above level 5 Y A 2 English and Mathematics to at least level 2 Y A 3 Customer Service qualification to level 3 Y A KNOWLEDGE, EXPERIENCE & UNDERSTANDING (CURRENT) 4 Proven line management experience with excellent coaching and development skills. Y A/I 5 Proven experience of successful leadership and delivery of agreed outcomes within an educational context. Y A/I 6 Track record of highly effective quality improvement and initiatives and outcomes Y A/I 7 A proven ability to analyse business processes and play a role in IT systems developments to deliver improvements. Y A/I 8 A proven ability in project and change management with previous experience of successfully managing change and working with and developing business processes Y A/I/P 9 Experience in developing a consistent and approach to administrative support across an organisation. Y A/I/P SKILLS & ATTRIBUTES 10 A personable and diplomatic approach, employing tact and initiative in liaising with members of the College including students and staff at all levels. Y I 11 Excellent teamwork and liaison skills including the ability to work with people from different backgrounds and at all levels within the College as well as demonstrably high levels of customer communication and interaction skills via telephone, in writing and face to face. Y A/I 12 Capacity to plan, implement, monitor and evaluate to agreed deadlines Y A/I 13 Think creatively and inspire others to develop innovative approaches to problem solving Y I/P 14 Capable of report writing and presentation skills targeted towards stakeholders at all levels. Y A/I 15 Resilient, positive and professional appearance Y I 16 Effective planning, organisational and time management skills with the ability to work under pressure and to tight deadlines, with the capacity to handle multiple projects and conflicting deadlines. The ability to identify priorities, set targets for self Y A/I/P
Asian – Bangladeshi Asian – British Asian – Indian Asian – Pakistani Other Asian background Black – African Black – British Black Caribbean Other Black background Chinese d. Irish Irish g. Other Ethnic group Please specify: ……………………………... Please specify: ……………………………………. Please specify: ……………………………………. e. Mixed f. White Asian & White Black & White Other Mixed background White British White European Union Other White background Please specify: ……………………………………. Please specify: ……………………………………. 4. I am aged …….... Years .……… Months Date of Birth (DD/MM/YY): 5. How did you hear about the vacancy for which you have applied? Intranet (Skinners’ staff only) Internet * Evening Standard Job Centre Plus Friend / Relative National Press * Professional Journal * Other * …………………………….. 6. I am a member/follower of the following religious group: None / No religion Buddhist Christian Hindu Jewish Muslim Sikh Other * …………………………….. I hereby give my consent to Skinners’ Academy processing the information given above in accordance with the purposes stated above. Signed: Dated: TO BE COMPLETED BY APPOINTING OFFICER ONLY Short Listed Interviewed Appointed Completed applications to: Head of Behaviour and Engagement Required as soon as possible £31,369 – 33,016 – (pro rata- actual)
HEALTHY MINDS HEALTHY FUTURES PERSON SPECIFICATION Post Title: HEAD OF BUSINESS DEVELOPMENT ESSENTIAL DESIRABLE Education and Qualifications Higher level qualification eg degree or equivalent. Committed to own personal development. Membership of the Institute of Fundraising. Certificate in Fundraising Management or equivalent. Experience At least 3 years professional fundraising experience. Financial management experience. Project Management. Directing the activities of others and encouraging them to achieve. Experience of working with and developing volunteers. Experience of working with data, analysis, reports and presentations to a variety of audiences. Individual/Corporate/Community Giving In Memoriam Giving Event fundraising Legacies Major donors Trust fundraising Marketing and PR Knowledge of national and local policy relating to mental health and well-being and young people. Skills, Knowledge and Special Aptitudes Excellent interpersonal skills, ability to influence ad inspire at all levels. Excellent organisational and planning skills. An initiator rather than a responder. The ability to develop concepts into results-based realities. Outstanding written and verbal communication. Ability to work under pressure and to deadlines. A creative thinker. An understanding of the principles of relationship fundraising. Strong presentation skills. A high level of computer literacy, including familiarity with word processing, mail merge and desk top publishing packages, spreadsheets, Outlook and the internet. A current knowledge of the local community. Knowledge of mental health and well-being and young people’s issues. Knowledge and understanding of participation work and its effectiveness.
EMAIL ADDRESS: Present employment (or most recent) JOB TITLE EMPLOYER Date of appointment: Period of notice Please give a brief description of your main duties and responsibilities Do you hold a clean UK driving licence? YES / NO Please give non-availability dates for interview How many days sick leave have you had in the last 12 months? Training / qualifications (Please include only relevant details) Dates Details Educational attainment GCSE y/n A-Level y/n Degree y/n Other (please state)
PROCUREMENT & BUDGETARY CONTROL J Lead on the procurement and management of facilities contracts ensuring value for money e.g. utilities, maintenance inspections, certifications etc. K Through a CAFM database, track need, cost, life, warranty and disposal plan before costly equipment purchases are made L Comply with College Financial Regulations regarding quotes and tender thresholds. M Manage and monitor financial budgets ensuring budgets are regularly reviewed and any variances controlled and exceptional only. Prepare, manage and control budgets for all non-pay overheads eg for utilities and maintenenace. N Responsible for compiling statistics and reports on campus initiatives as required by ESFA and other sector wide bodies. PEOPLE/TEAM MANAGEMENT O Manage and profile the team to operationally support and maintain both sites with flexibility of personnel to ensure both sites are effectively staffed at all times P Ensure team has annual performance targets, PDR reviews and CPD opportunities. Manage unsatisfactory performance and high sickness/absences Q Ensure the team are professional, staff and student friendly and responsive to events and supportive of College policies - visible ID, smoking zones etc R Communicate clearly to College staff at all levels through email, presentations on matters of estates management, H&S and significant facilities projects COMMERICAL INCOMES S Work with Curriculum to support ideas and targets for income generation regarding lettings and community events (evenings/weekends). T Explore opportunities for income generation at both sites through exploring lettings opportunities in core times, particularly holiday breaks (Summers). U Seek and explore ideas to commercially let buildings where Property Strategy provides opportunities for alternative business use. HEALTH & SAFETY V Be the qualified H and S representative for the Corporation and the responsible officer for both campuses. Take the lead in ensuring the College demonstrates and is compliant in best practice for H&S matters at all times. W Educate and police the College community on H&S policies, protocols and new legislative requirements. X To be the final authoriser of all College external trips and visits.
marketing/ journalism or public relations Knowledge & Experience A strong track record in delivering successful internal and external communication strategies In depth understanding of marketing and public relations principles and techniques Evidence of successfully commissioning different types of engaging online and offline events (including webinars, small learning events, conferences) Experience of managing information about contacts for example CRM systems Strong understanding and experience of strategic digital communications Strong understanding of measurement, evaluation and reporting on success metrics and KPIs A good understanding of healthcare and improving quality. Essential Essential Essential Essential Essential Essential Essential Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview Skills Excellent written communication skills; able to write clearly and concisely, producing reports and business cases Excellent oral communication, presentation and negotiating skills Ability to prioritise, work to, and set deadlines and function effectively under pressure with competing demands Ability to manage delivery of a programme of work and projects commissioned from other organisations Ability to motivate and influence a wide range of individuals to deliver objectives Ability to create effective networks across a wide range of organisations and across the region Ability to manage projects with competing deadlines and requirements involving external organisations and agencies An ability to engage effectively with people internally and externally in order to Essential Essential Essential Essential Essential Essential Essential Essential Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview
maintain collaborative relationships. Ability to put across complex ideas simply and succinctly in order to engender stakeholder support Track record of delivery Essential Essential Application form/Interview Application form/Interview Disposition / Aptitude Ability to quickly grasp new ideas and concepts. Willing to encourage and drive communication initiatives, win support to new initiatives by reconciling conflicts and applying rational thinking. Ability to set high standards for self and others to deliver service priorities. Ability to maintain credibility of self and the team. Intellectual capacity to inspire and drive operational delivery of high impact communication programmes and projects. Ability to work flexibly (hours of work and duties) both as an individual and with other colleagues. Commitment and resilience. Willing to travel within region Essential Essential Essential Essential Essential Essential Essential Essential Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview Application form/Interview
Skills The skills required by the Applicant to perform effectively in the role. …..communication of concepts in Computing in an articulate, positive and sensitive way …..ability to use range of teaching strategies to enthuse the full range of abilities …..understand interests and concerns of children …..the ability to turn a vision into results …..the ability to inspire others through verbal or written media …..the initiative to consider change and the wisdom to effect change positively …..good time management and organisation skills ….attention to detail The skills that would enhance effective performance in the role.. …..enthusiasm and confidence …..a sense of humour Knowledge The knowledge required by the Applicant to perform effectively in the role. …..a deep and infectious subject knowledge and the ability to communicate it. The knowledge that would enhance effective performance in the role. …..a knowledge of GCSE and A-Level Computing courses Personal competencies and qualities The personal qualities that the Applicant requires to perform effectively in the role and to ensure that the Applicant safeguards and promotes the welfare of children and young people …..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 …..positive attitude to use of authority and maintaining discipline …..the ability to work independently and efficiently on long-term projects The personal qualities that would assist the Applicant’s performance further in the role. …..the ability to lead a co-curricular activity September 2016
South Lakeland Our venues are surrounded by countryside of outstanding natural beauty. The Lake District National Park, the countryside outside the Park and the coast are full of great walks, stunning views and lots of places to visit. Sporting and leisure activities include sailing, hill walking, cycling, climbing and running. There are lots of visitor attractions ranging from cruise boats on the lakes, historic buildings, forest parks and nature reserves to top quality celebrity-chef restaurants. It is hardly surprising that this area attracts over 15 million visitors each year. Kendal is a busy market town and boasts the Brewery Arts Centre and a number of cultural festivals. There is easy access by road to Lancaster, Penrith and Carlisle and main line train connections from Oxenholme station in Kendal to London, Manchester, Edinburgh and Glasgow. We are proud of the many achievements made by Lakeland Arts since it was formed to save Abbot Hall Art Gallery nearly sixty years ago and due throughout to the dedication and hard work of its staff. Our continued success depends on the contribution and expertise of every individual we employ. Head of Curatorial Role The successful post holder will have the opportunity to shape the future of the programme working closely with the Director of Programming and Head of Learning. At Abbot Hall Art Gallery and Blackwell, The Arts & Crafts House you will be responsible for influencing, developing and planning the nationally recognised programme. Working with the existing highly qualified team you will provide leadership and guidance whilst managing team skills and knowledge at the Windermere Jetty Museum of Boats, Steam and Stories and the Museum of Lakeland Life & Industry. We look forward to receiving your application. Job Description Job Title: Head of Curatorial Grade/Salary: £28,000 - £32,000 Location: All Lakeland Arts sites Reporting to: Director of Programming Line Management: Curator Abbot Hall & Blackwell, Curator Windermere Jetty, Technician & Collections Assistant and Collections Management Assistant Purpose and key objectives A key member of the Senior Management Team (SMT), Head of Curatorial will be responsible for the management, development and delivery of ambitious exhibitions and the care, research, development and display of Lakeland Arts’ (LA) nationally recognised collection from initiating proposals to completion of projects in partnership with the Director of Programming. You will manage the curatorial team achieving and maintaining the highest professional standards through staff development and support. Key responsibilities
Self-motivated, resilient. You never hesitate to roll up your sleeves and tackle problems hands-on, you persevere when others fade. Highly organised, accountable – you are fastidious about developing and sticking to timely and efficient processes and schedules. Excellent personal skills, combining assertiveness with an ability to form relationships of sincere trust / integrity. A track record in inspiring confidence from the people around you. Excellent team working skills, with a proven ability to excel at working in collaboration – able juggle a range of perspectives and find common ground. Tech literate / an early adopter. Constantly seeking new tools to increase productivity and/or create value at low cost. Not an egotist. Open to being wrong, a keen learner that absorbs and even relishes constructive criticism, bad news or negative data. Deeply passionate about our mission. You want to live in a world that runs on social purpose rather than self-interest. Ambitious for the organisation. You see the potential of Generation Change and the enormous opportunity that will come from being a leader within the organisation as it grows. Job requirements Contract: Full-time / part-time roles will be considered. This role is a 3-year, flexible working contract, with a 6-month probationary period. Location: London based, but will consider remote working. If remote working, can be based anywhere in the UK, but we will require regular work in London on most weeks. There will be travel to other parts of the UK. Hours of work: Flexible. Our normal office hours are 9:30am – 5:30pm, Monday to Friday, but all staff work flexibly and will manage their own time. Start date: As soon as possible, with flexibility for if you have a notice period. Remuneration Salary: £33,000 - £45,000 per annum, or negotiable day rates if part-time. Pension: 3% pension contribution, with 3% employer contributions. Annual leave: 25 days as a minimum leave requirement.
Skills The skills required by the Applicant to perform effectively in the role. Solid and robust practical teaching skills Ability to communicate with and relate to adults and young children. Patience Good time management IT literacy Good organisation The skills that would enable the Applicant to perform effectively in the role. Experience of curriculum leadership Willingness to “go the extra mile” Willingness to embrace new ideas Ability to inspire Contents of the Application Form Interview Professional references Knowledge The knowledge required by the Applicant to perform effectively in the role. Knowledge of the effective teaching of literacy and drama Knowledge and understanding of current educational issues Knowledge of up to date research and thinking in education The knowledge that would enable the Applicant to perform effectively in the role. Knowledge of innovative teaching methods Contents of the Application Form Interview Professional references Personal competencies and qualities The personal qualities that the Applicant requires to perform effectively in the role and to ensure that the Applicant safeguards and promotes the welfare of children and young people. A genuine interest in teaching and learning A proven interest in English and drama Motivation to work with children and young people Ability to form and maintain appropriate relationships and personal boundaries with children and young people and colleagues Emotional resilience The personal qualities that would assist the Applicant to perform effectively in the role. Ability to stand back and view potentially difficult situations with a sense of detachment in order to be able to reach subjective decisions To enjoy working in team Contents of the Application Form Interview Professional references
EDUCATION : Name of school/ college Qualification / Level Subject Grade Awarded Date Gained FURTHER / HIGHER EDUCATION: Include information on undergraduate and postgraduate degrees, diplomas, evening and correspondence courses, vocational or technical courses. Name of University/College Qualification / Level Subject Grade /Classification Awarded Date Gained PROFESSIONAL MEMBERSHIPS Please provide details of any professional memberships you hold. ESSENTIAL ELIGIBILITY CRITERIA
sex. Monitoring is carried out to ensure that the equal opportunity policy of the VSS is effectively implemented. Please select as appropriate: MALE FEMALE National Insurance Number: Date of Birth: COMMUNITY BACKGROUND The Fair Employment and Treatment (Northern Ireland) Order 1998 outlaws discrimination on the basis of religious belief or political opinion. The information below is required in connection with the requirements of the above Order. The use and confidentiality of Community Background information is protected by the Fair Employment and Treatment (Northern Ireland) Order 1998. It will be used only for monitoring the effectiveness of the VSS’s equal opportunity policy and to comply with obligations relating to the monitoring, investigations or proceeding under the requirements of the Fair Employment and Treatment (Northern Ireland) Order 1998. Please indicate your community background by ticking the appropriate box below: I have a Protestant community background I have a Roman Catholic community background I have neither a Protestant nor a Roman Catholic community background RACE – The Race Relations (Northern Ireland) Order 1997 makes it unlawful to discriminate in employment on the grounds of colour, race, nationality or ethnic or national origins. VSS monitors its workforce in line with recommended good practice. RACIAL MONITORING – PART A (You must indicate by ticking one of the boxes below) Are you: White Of Black African origin Of Black Caribbean origin Of Bangladeshi origin Of Chinese origin Of Indian origin Of Pakistani origin Of other origin (please specify) RACIAL MONITORING PART B (You must answer both of the following questions)
This job description outlines the principal responsibilities and duties of the post holder. It is not meant to be, nor is it, an exhaustive list of specific responsibilities and duties. The post holder will be expected to undertake any other duties which could reasonably be expected as being within the remit of the post and which arise out of changes of legislation, regulations, orders, rules and working practices, methods and procedures and reviews, as directed from time to time Additional Information Full time working hours are 40 hours per week, Monday to Friday. As a senior member of the organisation the post holder will be required to attend occasional events such as previews and marketing events, particularly those connected with responsibilities of the post. The post holder will also take on relevant responsibilities as part of Lakeland Arts Disaster Plan for each Lakeland Art’s site. Health and Safety The post holder is required to carry out the duties in accordance with Lakeland Arts Health and Safety policies and procedures. Diversity The post holder is required to have due regard to equal opportunities at all times, and to work in a fair and reasonable manner towards all people, ensuring service standards are maintained for all cultures. Other Duties The duties and responsibilities in this role profile are not exhaustive. The post holder may be required to undertake other duties that may be required from time to time within the general scope of the post. Any such duties should not substantially change the general character of the post. Duties and responsibilities outside the general scope of this grade of post will be mutually agreed with the post holder. Person Specification ESSENTIAL DESIRABLE Qualifications Educated to degree in a marketing or related discipline Marketing Qualification i.e. CIM or equivalent experience Experience Proven experience of managing multiple marketing activities simultaneously Relevant communication background with a thorough understanding of how to manage consumer-facing social media campaigns Know how to get the best from creative, digital and print agencies Track record delivering projects quickly and efficiently Brand Management Communication Management PR management Experience of delivering effective digital media campaigns Experience of working with communication, Working for a cultural organisation Writing and editing marketing, interpretive and promotional publications
Qualifications and Knowledge Qualified to degree level and above E A Qualified to teach in the UK E A Right to work in the UK E A Knowledge of KS3 and KS4 curriculum in Mathematics E A Understanding of assessment and monitoring of Mathematics E A,I,R Specific and up to date knowledge appropriate to lead Mathematics in the College E A,I,R Understanding of role regarding safeguarding and child protection E I,R Experience Recent teaching of Mathematics at KS4 E A,I,R Recent teaching of Mathematics at KS2 and KS3 D A,I,R Using data to monitor, implement appropriate intervention and raise attainment and levels of progress E A,R Experience of leadership D A,R A proven track record of excellent outcomes for pupils E I,A,R Excellent health and attendance record E A,R Teaching and Learning Excellent classroom practitioner E I,R Demonstrates resilience, motivation and commitment to driving up standards E A,I,R Willingness to implement strategies to improve and sustain the highest quality teaching, learning and achievement E A,I,R Strong communication, planning and organisational skills E A,I,R Ability to apply highly effective behaviour for learning strategies E I,R Ability to demand high standards, using flair and creativity to engage, enthuse and challenge pupils of all abilities, needs and backgrounds. E A,I,R Leadership Effective organisational skills including the ability to meet deadlines E A,R Effective leadership skills E A,I,R High expectations for accountability and consistency E A,I,R Belief in the potential of individuals E A,I,R Ability to work independently and as part of a team E A,I,R Commitment to take a lead in promoting innovations that raise pupils’ levels of attainment and progress E A,I,R Skills and attributes Commitment to own professional development E A,I,R Work in ways that promote equal opportunities E A,I,R Self-awareness, empathy, ability to manage feelings, motivation and social skills E A,I,R The ability to influence and motivate others E A,I,R I interview R reference A application Job Description
The Society for Education and Training The Society for Education and Training (SET) is the largest professional membership organisation for teachers and trainers working in further education and skills. With over 15,000 members, SET provides support to those working in post-16 education and training sector and is part of the Education and Training Foundation. Additional Information For a general overview of the work of the Foundation please visit our website at: To find out more about SET please visit our website at: The Education and Training Foundation values diversity and is committed to making appointments on merit by fair, open processes, following its equal opportunities policy.
PERSON SPECIFICATION Head of Operations and Development Criteria Essential Desirable Education and Training Educated to degree level or equivalent, or substantial experience in a similar role. Membership of a relevant professional body. Role specific vocational qualifications. Experience Experience of meeting targets. Experience of preparing and monitoring budgets and reporting on financial performance. Experience of leading and managing a team of staff, supporting them to perform to the best of their ability. Experience of introducing new ideas and ways of working into an organisation. Experience of ensuring that an organisation operates efficiently and meets all legislative requirements. Experience that can demonstrate entrepreneurial spirt. Experience of VAT registration and administration. Knowledge Techniques used to improve business efficiency and support the performance of colleagues. Understand the requirements of a public facing organisations in terms of how it presents itself and maintains public support and trust. Knowledge of accounting processes. Understand the specific requirements and responsibilities placed on a charity and limited company. Understand the nature conservation sector, the organisations that operate within it and its existing funding streams. Skills and Abilities Excellent written and verbal communication skills Ability to work to deadlines. Ability to multi-task. Good attention to detail even under pressure. Excellent IT skills, particularly Microsoft Office. Ability to create a supportive working environment for colleagues, demonstrating empathy and encouraging excellence. Ability to work effectively with senior colleagues, demonstrating a mutually supportive not competitive attitude. Ability to think creatively and apply ideas from other sectors to the role. Accounting skills, including use of accounting software. Other A driving license and access to own vehicle for business use is essential as this post will require travel for business purposes. Some occasional evening and weekend work will be required
Knowledge of compliance and auditing systems required by regulatory bodies. E I/A/R Understanding of relevant regulatory legislation and Quality Standards E I/A/R Knowledge of registration matters, changes in premises, planning constraints, individuals in our care numbers. E I/A/R Knowledge of quality assurance frameworks, continuous improvement and corporate governance E I/A/R Ability to demonstrate excellent listening, verbal, written and IT communication skills included competent in the use of Word, Excel, PowerPoint and Outlook. E I/A/R Ability to work effectively across all business departments and functions. E I/A/R Proven track record of building and maintaining good working relationships at various levels, both internally and externally with Regulators E I/A/R Ability to demonstrate good analytical and organisational skills. E I/A/R Ability to provide effective training/mentorship on relevant topics to staff E I/A/R Ability to use utmost discretion when dealing with all sensitive and confidential information. Ability to identify and escalate potential business risks E E I/A/R I/A/R Ability to prioritise workload and work to strict deadlines E I/A/R Excellent report writing skills E I/A/R
HE KSS Simulation Trust Leads 2017 Ashford and St Peter’s Hospitals NHS Trust Mark Fleet Alice O’Neill Brighton and Sussex University Hospitals NHS Trust Helen Flanagan Dartford & Gravesham NHS Trust Rekha Balla Savio D’Souza East Kent Hospitals University NHS Foundation Trust Barry Featherstone East Sussex Healthcare NHS Trust Alistair Lowe Frimley Health NHS Foundation Trust Alex Saunders Alex.saunders@nhs.net Kent & Medway NHS & Social Care Partnership Trust Titi Akinsola Maidstone& Tunbridge Wells NHS Trust Paul Moran Medway NHS Foundation Trust Akin Dada Royal Surrey County Hospital NHS Trust Katharine Webber Julie Kohls-Gatzoulis Surrey & Borders Partnership NHS Foundation Trust Amanda Redvers Surrey & Sussex Healthcare NHS Trust vacant Sussex Partnership NHS Foundation Trust vacant Western Sussex Hospitals NHS Foundation Trust Julie Turner
Knowledge of publishing industry discounts Deep knowledge of book production and pricing principles Knowledge of E E S/I EXPERIENCE At least 3 years’ experience of buying or selling a range of children’s books with bespoke unit pricing as well as discounts off the published price: for example coedition sales, book club sales or special sales. An excellent track record of account management and effective negotiation. Broad range of contacts across the publishing industry Experience of budget responsibility and managing a team Interest in children’s reading E E E S/I S/I S/I SKILLS Effective negotiation skills Strong verbal and written communication skills Effective team management Excellent planning and attention to detail E E E E E E I I I I I I ATTRIBUTES Proactive and highly motivated Extremely well organized Persuasive Solution-focused Resilient and flexible Strong attention to detail A commitment to equal opportunities and equality E E E E E E E I I I I I S/I QUALIFICATIONS Good general education to at least A Level Degree level qualification or equivalent E D S S
Email: office@partnershiplearning.com Head of SEMH Provision Salary: Inner London Leadership Scale L21-27 Required for 1st September 2017 (An initial period of secondment from a current post may be available.) Partnership Learning intends to operate a new provision for pupils with complex Social, Emotional and Mental Health needs from September 2017, with up to 30 pupils. The provision will be based on the Thames Road site currently occupied by Riverside School and Riverside Primary School, which will be vacant from this September. The ideal candidate will have successful experience of senior management in either a special or mainstream education setting, as we are just as keen to encourage applications from candidates with a mainstream background as those with special school experience. He or she will be supported in post by: a highly successful partner SEMH special school a Trust with successful experience of setting up new provision for children with complex special needs an experienced executive principal local successful special school partners Further details and an application pack may be obtained from the Partnership Learning website: Closing date for applications: 12 Noon on Friday 19th May Interviews will be held on Thursday 25th May Partnership Learning is committed to safeguarding and promoting the welfare of our pupils and expects all staff and volunteers to share this commitment. A criminal record check via the DBS will be undertaken for the successful candidate. This post is exempt from the Rehabilitation of Offenders Act and a comprehensive screening process, including a disclosure check, will be undertaken on all applicants. Our Proposals for SEMH Provision
2. QUALIFICATIONS 2.1 Tertiary Education Qualifications: Years attended Institution Qualifications Major area/s Study 2.2 Other Qualifications (including Religious Education qualifications): Years attended Institution Qualifications Major area/s Study 2.3 Catholic School Accreditation Accreditation Y/N Date awarded Expiry date Accreditation to Teach in a Catholic School Accreditation to Teach Religious Education Accreditation for Leadership of the Religious Learning Area 2.4 Relevant Personal Professional Development Give details of courses, conferences, and seminars attended within the past three years that relate to the position Course Title Date Relevance to Position
Head Space – Introductory information Head Space will offer an out-of-hours drop-in centre and telephone service for people who consider that they are approaching mental health crisis. The service will aim to provide a non-clinical setting with a safe, calm and structured environment, where individuals can go to access peer support. Staff and volunteers will be on hand to provide support in both 1:1 and group settings, with the goal of de-escalating crises, setting achievable goals and (where appropriate) working with the Wellness Recovery Action Plan. Onward referrals/signposting will take place as required. A formal referral or appointment is not necessary; however, prior telephone or email contact is welcomed with relevant information. Individuals can also self-refer to Head Space by attending during our opening hours. The service aims to achieve several outcomes: Reduce attendance and reliance on statutory services (particularly unscheduled care and ED department) Reduce contact with the crisis response mental health teams if support can be provided more appropriately Reduce impact on police, including time spent dealing with mental health issues Reduce inappropriate admissions to hospital Promote recovery offering activities that increase confidence, social networks and tackle isolation Raise awareness of mental health and promote earlier intervention Who’s appropriate? Anyone who believes they are approaching mental health crisis and is open to the idea of talking to a peer/receiving support Intoxication will not be a barrier to accessing the service, if there is no disruptive or violent behaviour Who’s not appropriate? Those experiencing acute mental ill health or a psychotic episode Anyone exhibiting aggressive/violent behaviour Individuals whose issues are not deemed to relate to mental health Roll out of the service: The service is being launched in stages with different partners. It has been open since Tuesday 3rd July for police and mental health services to refer clients to. The service will now be advertised publicly - word of mouth will of course add to the launch. Services can now refer or signpost someone to Head Space if appropriate and prior contact would be welcomed. Opening Times: Tuesday 1930-2230hrs Venue: Jan Cutting Healthy Living Centre Friday 1930-2230hrs Scott Business Park Saturday 1700-2100hrs Beacon Park Road Sunday 1700-2100hrs Plymouth, PL2 2PQ Telephone: 07890 257614 (during opening hours)
Head Start Cluster Area County Service Area # of Centers TOTAL # of Children Enrolled as of May 1, 2016 # 0-36 # of 3 Year Olds # of 4 Year Olds Pregnant Women Home Based # of by County # of Homeless Children Beaufort/Jasper Head Start Beaufort 5 328 0 276 52 0 0 19 17 Jasper 3 126 0 86 40 0 0 7 6 Beaufort/Jasper Early Head Start Beaufort 3 96 96 0 0 8 0 12 Jasper 1 8 8 0 0 0 0 1 Berkeley School District Head Start Berkeley 9 561 0 360 201 0 0 32 2 Dorchester 2 48 0 39 9 0 0 3 Carolina CAA Head Start Chester 2 214 0 80 134 0 0 10 0 York 4 460 0 176 284 0 0 22 0 Union 1 129 0 72 57 0 0 7 0 Carolina CAA Early Head Start Union 1 50 50 0 0 1 8 5 Charleston County School District Charleston 18 982 0 494 488 0 0 63 24 Charleston County School District Early Head Start Charleston 7 145 145 0 0 13 24 16 Charleston County First Steps-Early Head Start Partnership Charleston 2 53 Funded 0 0 0 0 8 3 Chesterfield/Marlboro Head Start 4 278 0 138 140 0 0 15 Marlboro 2 227 0 134 93 0 0 12 0 Darlington County Head Start Darlington 6 412 0 263 149 0 0 23 0 East Coast Migrant Head Start (June 2015 – November Beaufort 1 53 12 0 0 5 47
2015) (Only # of Centers and the Charleston 1 0 0 0 0 4 0 # of Classrooms are include in Clarendon 1 23 3 0 0 6 0 May 1 totals) Colleton 1 31 5 0 0 6 14 Head Start Cluster Area County Service Area # of Centers # of Children Enrolled as of May 1, 2016 # 0-36 # of 3 Year Olds # of 4 Year Olds Pregnant Women Home Based # of by County # of Homeless Children GLEAMNS Head Start Abbeville 1 78 0 49 29 0 0 4 0 Edgefield 1 56 0 46 10 0 0 3 0 Fairfield 1 36 0 16 20 0 0 2 1 Greenwood 2 297 0 157 140 0 0 16 1 Laurens 1 103 0 71 32 0 0 6 1 Lexington 3 210 0 119 91 0 0 11 3 McCormick 1 36 0 19 17 0 0 2 0 Newberry 1 146 0 90 56 0 0 8 0 Richland 5 402 0 226 176 0 0 23 9 Saluda 1 89 0 50 39 0 0 5 0 GLEAMNS Early Head Start Edgefield 1 32 32 0 0 0 0 4 Greenwood 1 32 32 0 0 3 0 4 Saluda 1 32 32 0 0 3 0 4 GLEAMNS Early Head Start Partnership Abbeville 0 0 Funded 0 0 0 0 0 Greenwood 0 0 Funded 0 0 0 0 0 Newberry 0 0 Funded 0 0 0 0 0 ISWA Development Corp- Catawba 1 80 42 0 0 4 2
Catawba Indian Nation Indian Nation (York County) Lancaster Head Start Lancaster 1 151 0 57 94 0 0 8 0 Lancaster Early Head Start Lancaster 1 72 72 0 0 12 12 6 Lancaster County First Steps Early Head Start Partnership Lancaster 4 15 Funded 0 0 0 0 9 0 Lowcountry CAA Head Start Colleton 1 219 0 112 107 0 0 12 22 Hampton 1 99 54 0 0 6 1 Head Start Cluster Area County Service Area # of Centers # of Children Enrolled as of May 1, 2016 # 0-36 # of 3 Year Olds # of 4 year Olds Pregnant Women Home Based # of by County # of Homeless Children OCAB CAA Head Start Allendale 1 74 0 51 23 0 0 4 0 Bamberg 2 121 0 20 101 0 0 7 8 Calhoun 1 37 0 17 20 0 0 2 0 Orangeburg 6 433 0 113 320 0 0 26 18 OCAB Early Head Start Bamberg 1 45 45 0 0 0 13 4 Pee Dee CAA Head Start Dillon 2 186 0 119 67 0 0 10 0 Florence 7 386 0 202 184 0 0 22 0 Marion 4 223 0 136 87 0 0 12 0 Pee Dee CAA Early Head Start Florence 2 37 37 0 0 0 76 4 Marion 1 17 17 0 0 0 0 2 Piedmont CAA Head Start Cherokee 1 131 0 71 60 0 0 7 7 6 434 0 229 205 0 0 24 39
Memorandum TO: Head Start Policy Council and Board of Directors FROM: Tim Center, CEO and Acting Head Start Director RE: Head Start Director’s Report DATE: April 13, 2016 The following memo serves as my update to the Community Action Head Start Policy Council and Board of Directors. Staffing A tentative offer has been made to fill a Family Advocate position left vacant by a retirement. The Policy Council will need to approve the hire. Interviews for the Early Childhood Development Manager position began today. We hope to have the field narrowed for an onsite visit by the finalist. Additional cook team staff have been hired to facilitate cooking at Mabry for both Mabry and South City campuses. New substitute teachers have been hired. Staffing in the Centers now permits the Education Coordinators to work with teaching staff. The Early Learning Coalition of the Big Bend has offered to assist with training needs related to Creative Curriculum. Teachers also enrolled in a Quality of Feedback course to address an area where they scored low on the CLASS assessment. Facilities Louise B. Royal Head Start Center renovations were completed. There are a couple items on the punch list to be resolved before payment of final invoices. Total costs will come close to $200,000. Finance staff will work with the HHS Financial Specialist to discuss how best to capitalize the balance of the expenses that exceed the start-up supplemental funds received (about $70,000). Students returned to the Royal Head Start Center on Tuesday, March 22, 2016.
“When we want to identify the character’s point of view, we need to understand what is happening at the time and what the character is thinking and feeling. How does Benito feel at the beginning of the story? How do we know this? What happens to change his feelings?” “How does the character in the other passage feel at the beginning of the passage? How do we know that? How do her feelings change?” Scaffold supporting an idea: “I see you are able to identify the point of view in one of the passages. What evidence from the story can you give to support your idea?” “What happens in the other passage that shows who is narrating the story?” Level 3: The student demonstrates a complete understanding of comparing and contrasting the point of view from which different stories are narrated. Misconception/Error Questions for Eliciting Thinking Instructional Implications Student is able to demonstrate the following accurately (with or teacher prompting): Identify the narrator. Identify the point of view. Compare and contrast the points of view from which the stories are told and use evidence to support his or her ideas. “How did you decide who was narrating the story?” “Which words in the story helped you identify the point of view from which the story is told?” “What is another example from the story that supports your idea?” Provide other on-level texts, and have students practice identifying point of view. Provide opportunities for students to evaluate point of view by analyzing the same story written from two different points of view. Level 4: The student demonstrates an advanced understanding of comparing and contrasting the point of view from which different stories are narrated.
Teacher Checklist for He Said . . . She Said . . . Q1 Does the student accurately identify the narrator? Q2 Does the student accurately identify the point of view? Q3 Does the student accurately compare and contrast the points of view from which the stories are told and use evidence to support his/her ideas? Accurately identifies the narrator Accurately identifies the point of view Accurately compares and contrasts the points of view in the two texts Level 1, Level 2, Level 3, or Level 4 Observation notes Student Name Q1 Q2 Q3
Headache Individualized Healthcare Plan SECTION III: Brief description of medical condition: Headaches – A headache may appear as a sharp pain, a throbbing sensation or a dull ache in the head. Migraine – a condition marked by moderate to severe headache that usually lasts from 4 hours to 3 days that typically affects one side of the head. A migraine can be accompanied by nausea, vomiting, disturbed vision, and sensitivity to light and sound. Avoid circumstances that may lead to potential emergency: SCHOOL DAY: PHYSICAL EDUCATION: Avoid triggers. Monitor for symptoms Notify School Nurse Otherwise, call parent Restrictions for Physical Education □ No □ Yes If yes, please specify: Symptoms: □ Severe pain □ Aura/ Numbness/ Tingling/Visual Disturbances □ Nausea with or without vomiting □ Other___________________________________ Triggers: □ Missing a meal or particular foods □ Weather Changes □ Exertion □ Lack of sleep □ Stress □ Odors □ Loud/continuous noises FIELD TRIPS: BUS TRANSPORTATION: Requires assistance: □ Unlicensed Medication Assistant □ Nurse, if indicated □ None □ Parent/Guardian attending If yes, please specify: Special arrangements □ No □ Yes If yes, please specify: EMERGENCY DRILLS / SCHOOL CRISIS OTHER: □ During Crisis Event Follow School Safety Plan. □ In event of building evacuation, School Nurse or Medication Assistant will evacuate with medications. □ In event of building evacuation, School Nurse Location is: □ Student requires assistance to evacuate building? □ No □ Yes, describe ______________________ After School Care: Extracurricular Activity:
Date Time the pain started How long the pain lasted Rank the pain out of 10 Details of symptoms Dizziness, nausea, sensitive to light or sound Activity: E.gs.: Biking, swimming, exercise, walking Medication What and when taken Sept 8 5pm 60 min 5 Nausea and light headed After swimming for 1 hour 1 Tylenol® after swimming
Cause/Aggravating factors Poor work postures, increased computer time, stomach sleepers. Cervical spine tightness/stiffness or dysfunction. Hormonal changes, disturbed sleep, foods, unusual smells and stress. The cause of cluster headaches is still unknown. Theories exist that the hypothalamus (area of the brain controlling temperature, hunger and thirst) is an integral component of these headaches. Alcohol, hormones and temperature changes may also contribute to these headaches. Poor evidence exists for the cause of tension headaches. Experts have theorized that increased muscle contraction in the neck, face or scalp play a major role, usually occurring alongside stress and/or emotional changes. Reported easing factors Stretching, manual pressure, massage, manual treatment. Dark rooms, silence Nothing as it comes in intermittent waves. Hot or cold showers, rest Treatment options 1. Manual therapy including massage, joint mobilisation and manipulation; 2. Muscle strengthening and coordination programs; 3. Postural correction exercises. 1. Bed rest 2. Medical interventions including beta blockers, Triptan’s, Sandomigrane 3. Manual therapy can help associated spasm, joint stiffness and neural referral. 1. Oxygen inhalation 2. Medical interventions including; Triptans, dihydroergotamine, nasal drops. 1. Medications including pain relievers, triptans, narcotics; 2. Postural changes; 3. Hot/cold therapy; 4. Acupuncture, massage; 5. Deep breathing; exercises
3.4 General Assessment: (i) Please comment on the state of health of the Scientist. (ii) Please comment on the integrity of the Scientist by circling one of the following options: B e y o n d doubt N o t h i n g adverse heard against D o u b t f u l Note: Instructions of Government of India to be followed in case of adverse remarks (iii) Please comment on the attitude of the Scientist towards Scheduled Caste / Scheduled Tribe / Weaker Sections of the Society; his / her understanding and willingness to deal with them. (iv) Please comment on the major strengths of the Scientist. (v) Suggested area of training/skill upgradation.
REFERENCES Centers for Disease Control and Prevention. (2015a). Head lice information for schools. Retrieved from https://www.cdc.gov/parasites/lice/head/schools.html Centers for Disease Control and Prevention. (2015b). Biology. Retrieved from www.cdc.gov/parasites/lice/head/biology.html Devore, C., Schutze, G., & The American Academy of Pediatrics’ Council On School Health and Committee on Infectious Diseases. (2015). Head lice, Pediatrics. 135(5), e1355-e1365. Doi:10.1542/eds.2015-0746 Gordon, S. (2007). Shared vulnerability: A theory of caring for children with persistent head lice. The Journal of School Nursing, 23(5), 283-294. IdentifyUS, LLC. (2017). Lice Management Chart for Schools. Retrieved from https://identify.us.com/idmybug/head-lice/head-lice-documents/lice-mgmnt-chart-school.pdf Meinking, T., & Taplin, D. (2011). Infestations. In L. Schachner, & R. Hansen (Eds.). Pediatric dermatology (pp. 1525-1583). Philadelphia, PA: Mosby Elsevier. Multnomah Education Service District (MESD) Department of School Health Services. (2004). Quality Nursing Manual: Head Lice - 2008 Revision. National Association of School Nurses. (2016). Head Lice Management in the School Setting (Position Statement). Silver Spring, MD: Author. Pontius, D. (2014). Demystifying pediculosis: School nurses taking the lead. Pediatric Nursing, 40(5), 226-235.Retreived from https://www.pediatricnursing.net/ce/2016/article4005226235.pdf