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Inclusion Role

Discussion in 'Secondary' started by cheekyme01, Aug 20, 2020.

  1. cheekyme01

    cheekyme01 New commenter

    I am a Qualified Teacher and have been looking to move into an Inclusion role. Could anyone advise how I could highlight my experience without having actually done an Inclusion role specifically? What would schools be looking for? What questions and in tray exercises might occur if an interview occurs? Thank you!
     
  2. ACOYEAR8

    ACOYEAR8 Star commenter

    Have you googled this ? There are loads of job specs for this out there.:)
     
    minnie me likes this.
  3. minnie me

    minnie me Star commenter

    You need to demonstrate your effectiveness in the classroom in securing positive outcomes for the students in your charge as a would be role model ?

    Consider ....a vision for inclusion /developing the confidence and sensibilities of the staff re securing a level playing field for students with a difficulty / disability ... target setting and getting ( social /academic /personal growth / emotional maturity ) .... establishing a Committee / Working Party for Student Support ... working with parents / carers / paraprofessionals / Heads of Year / Heads of Faculty/ deploying additional adults / leadership and management qualities ( evidenced by a whole school responsibility ) how you would report to Governors / write a needs led action plan (time scale and success criteria ) ....
     
  4. strawbs

    strawbs Established commenter

    Emphasise any experience/positive feedback/CPD etc you have had in relevant areas eg SEN or behaviour
     
  5. cheekyme01

    cheekyme01 New commenter

    Great thanks for the help @minnie me and @strawbs

    Since it is likely I will not be delivering teaching as a usual interview, what in tray exercises might I be asked to take part in?
     
  6. cheekyme01

    cheekyme01 New commenter

    @ACOYEAR8 Yes, but unfortunately there is not much about the interview tasks or questions. Thanks
     
  7. strawbs

    strawbs Established commenter

    I would imagine things along the lines of "how would you deal with a pupil who...."; "what strategy would you implement to...."
     
  8. minnie me

    minnie me Star commenter

    Maybe hierarchy of sanctions / rewards and how to implement whole school ?
     
  9. cheekyme01

    cheekyme01 New commenter

    Thank you @strawbs and @minnie me

    Sorry I have never been to an inclusion role interview. I am incorrect or correct to say that the role generally includes speaking to staff, pupils, patents etc. rather than teaching. I am trying to visualise the questions.

    @minnie me I understand hierarchy of sanctions, but what would be hierarchy of rewards?
     
  10. minnie me

    minnie me Star commenter

    I think they would demand that you have experience as a rounded and grounded classroom practitioner and I would expect you to have a teaching load - modelling the policy you have in situ - street cred if you will. The post will involve leading and managing provision alongside the named SENCO so a bit simplistic in referencing taking to / with stakeholders ? . In a former life I worked exclusively with Heads of Faculty whilst my oppo liaised with Heads of Year ( Inclusion Panel ) .....

    Rewards - budget will be key and admin support ? Merits / credits ( number of ) linked to a range of ‘praiseworthy ‘ achievements for example and linked to prizes . It can get very complicated and time consuming ( and often not v effective in the long term ) and the rewards need to be pertinent to the year group / individual. I don’t think I have ever worked in a school that’s cracked it to be honest ...there is also that intrinsic v extrinsic motivation argument to consider .....
     
  11. Flanks

    Flanks Senior commenter

    Whatever your role is you will still be a teacher, so questions / discussions about classroom practice for pupils who need more inclusive approach wil be relevant.

    Then it is a question of how high you want to jump to start with.

    Assistant SENCo, probably needs no particular experience other than being a good teacher and a wish to do more for vulnerable pupils.

    Assistant head of year - the same

    Head of Year probably needs you to be able to evidence a wish to be more involved in whole school support. I would suggest a track record of being a strong and positive tutor would be essential.

    SENCo is the tricky one, because it comes in lots of flavours. Some SENCos are class teachers with tiny release times, others are SLT, some are middle leaders with a lot or a little of release time, some shoulder nearly all statutory responsibility for SEN/referrals some have assistants/hltas to help, etc. The SENCo role is so ill defined you could be asked and expected to participate in anything from being a title bearer with no responsibility to a very significant member of leadership/SLT that has a big say in whole school strategy.

    So potential data tasks for a SENCo role are very varied. It could be anything from analyusis of progress8 and the attainment gap, setting timetables for TAs/LSAs, being given an in-tray and asked how to prioritise your day, examples of parents coming to front desk with varying queries to see how you think, how to better implement differentiation/graduated response across the whole school, etc.
     
  12. cheekyme01

    cheekyme01 New commenter

    Thank you! The difficulty is that the role doesn't require you to have QTS and doesn't appear to deliver teaching. It seems that I will be working closely with another inclusion member to managing the over school.

    As for pupils, I can only think of Pupil Premium, SEND, LAC pupils. Are there any additional pupils that I could possibly have missed of the list? I'm guessing it could also involved high attaining G&T too.
     
  13. cheekyme01

    cheekyme01 New commenter

    Thanks for the advice!
     
  14. minnie me

    minnie me Star commenter

    @cheekyme01 - from what you have described maybe this is admin heavy? but I would expect the person hoping to improve the lot of students with SEND ( often open to interpretation) learning difficulties and disabilities / BEMH et al would have a handle on learning theories and inclusive teaching / learning strategies = non negotiable? Remember also that not all SEND students are lower attaining - consider high achieving SpLD / ASD...but you will be expected to exercise sound professional judgement in implementing provision and my concern is that (with the best will in the world ) how would a non teacher / specialist be capable of leading / managing such a challenging / demanding rôle - maybe the devil is in the detail ?
     
  15. cheekyme01

    cheekyme01 New commenter

    Thank you. That is helpful!
    Everything seems open to interpretation nowadays, especially with various names or the same roles.
     

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