Sen Teacher

**Description**

**ISP Teacher Role Profile**

**Purpose of Role**
The Inclusion Teacher supports the Head of Inclusion to ensure that Special Educational Needs and Disabilities (SEND) provision is both efficiently and effectively managed. It is expected that all legal and statutory requirements as per Qatar MOEHE are met.

The Inclusion teacher, with the support of the Head of Department and Principal, takes responsibility for the day-to-day operation of provision made by the school for students with SEN and provides professional guidance to HODS & teachers in the area of SEN in order to secure high quality teaching and the effective use of resources to bring about improved standards of achievement of all students.

**ISP Principles**
**Begin with our children and students. **Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.

**Treat everyone with care and respect. **We look after one another, embrace similarities and differences and promote the well-being of self and others.

**Are financially responsible. **We make financial choices carefully based on the needs of the children, students and our schools.

**Learn continuously. **Getting better is what drives us. We positively engage with personal and professional development and school improvement.

**ISP SEN Teacher Key Responsibilities**
**LEARNING AND TEACHING**
**Set high expectations which inspire, motivate and challenge students**
- Establish a safe and stimulating environment for students, rooted in mutual respect
- Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
- Demonstrate consistently the positive attitudes, values and behaviour which are expected of students

**Promote good progress and outcomes by students**
- Be accountable for students’ attainment, progress and outcomes
- Be aware of students’ capabilities and their prior knowledge, and plan teaching to build on these
- Create, develop and review IEPs
- Attend all relevant meetings relating to student progress
- Guide pupils to reflect on the progress they have made and their emerging needs
- Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
- Encourage pupils to take a responsible and conscientious attitude to their own work and study

**Plan and teach well-structured lessons**
- Impart knowledge and develop understanding through effective use of lesson time
- Promote a love of learning and children’s intellectual curiosity
- Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
- Reflect systematically on the effectiveness of lessons and approaches to teaching
- Contribute to the development of schemes of work and department resources
- Create and deliver highly structured lessons to meet all needs.

**Adapt teaching to respond to the strengths and needs of all pupils**
- Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
- Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support students’ education at different stages of development
- Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

**Make accurate and productive use of assessment**
- Make use of formative and summative assessment to secure students’ progress
- Use relevant data to monitor progress, set targets, and plan subsequent lessons
- Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

**Manage behaviour effectively to ensure a good and safe learning environment**
- Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
- Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
- Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
- Maintain good relationships with students, exercise appropriate authority, and act decisively when necessary

**Fulfil wider professional responsibilities**
- Make a positive contribution to the wider life and ethos of the school, including fulfilling extra-curricular activity expec