Stephenson Trust Person Specification Post: Behaviour Mentor A = Application Form, I = Interview, T = Task E = Essential, D = Desirable, CRITERIA E/D ASSESSED E A/I Experience working in a challenging educational environment Successful experience of working with E A/I student s with social, emotional and behavioural challenges ICT literate E A/T An ability to use data to understand target D A/I/T setting and track student progress/apply appropriate intervention Experience/ Excellent communication skills E A/I Knowledge Ability to plan, prioritise, delegate, E A/I/T organise self and others; manage, monitor, evaluate and review one’s own work and that of others Ability to work on own initiative and in E T/I teams E A/I Willingness to undertake and use where appropriate Physical Intervention training Knowledge of SEN and impact on D A behaviour Knowledge and experience of strategies E A/I to support students with social, emotional and behavioural challenges Technical job Ability to work on own initiative and in E A/I/T related skills team Ability to build strong professional E A/I/T relationships with students Excellent attendance and punctuality E A E A/I/T Enthusiasm, personal dynamism, determination and stamina E T/I Ability to keep calm and work effectively Personal job under pressure related skills Integrity, tact, reliability, emotional E A/I resilience, self-confidence and personal presence E I A commitment to professional standards, quality and continuous improvement
Stephenson Trust Person Specification Post: Behaviour Mentor E = Essential, D = Desirable, A = Application Form, I = Interview, T = Task CRITERIA E/D ASSESSED Experience/ Knowledge Experience working in a challenging educational environment E A/I Successful experience of working with student s with social, emotional and behavioural challenges E A/I ICT literate E A/T An ability to use data to understand target setting and track student progress/apply appropriate intervention D A/I/T Excellent communication skills E A/I Ability to plan, prioritise, delegate, organise self and others; manage, monitor, evaluate and review one’s own work and that of others E A/I/T Ability to work on own initiative and in teams E T/I Willingness to undertake and use where appropriate Physical Intervention training E A/I Knowledge of SEN and impact on behaviour D A Technical job related skills Knowledge and experience of strategies to support students with social, emotional and behavioural challenges E A/I Ability to work on own initiative and in team E A/I/T Ability to build strong professional relationships with students E A/I/T Personal job related skills Excellent attendance and punctuality E A Enthusiasm, personal dynamism, determination and stamina E A/I/T Ability to keep calm and work effectively under pressure E T/I Integrity, tact, reliability, emotional resilience, self-confidence and personal presence E A/I A commitment to professional standards, quality and continuous improvement E I
Behaviour-Mentor-Job-Profile.docx