Job Title: Behaviour Support Worker (Team Teach Trained)
Location: Leeds & Bradford
Job Type: Full-Time/Part-Time
Salary: Competitive, based on experience and qualifications
Job Description
AK Teaching Leeds office are currently looking to recruit dedicated and skilled Behaviour Support Workers with Team Teach training. The successful candidates will work closely with students, teachers, and support staff to manage and improve student behaviour, ensuring a safe and supportive learning environment.
Key Responsibilities
Support Students with Behavioural Needs:
Utilise Team Teach techniques to manage challenging behaviour safely and effectively.
Work one-on-one or in small groups with students to address behavioural issues.
Implement individualised behaviour plans and strategies.
Provide support during lessons, breaks, and other school activities.
Collaborate with Staff and Parents:
Work alongside teachers to identify and address behavioural concerns.
Communicate effectively with parents and caregivers to provide updates and strategies for home.
Participate in meetings with staff, parents, and external agencies as required.
Monitor and Record Progress:
Maintain detailed records of student behaviour and progress.
Prepare reports and provide feedback to teachers and senior staff.
Promote Positive Behaviour:
Encourage and model positive behaviour and social interactions.
Assist in developing and delivering behaviour management programs and workshops.
Qualifications and Skills
Team Teach Certification: Mandatory.
Relevant Qualifications: Certification in behaviour management, psychology, education, or a related field.
Experience: Previous experience working with children or young people with behavioural needs is highly desirable.
Skills:
Strong communication and interpersonal skills.
Ability to build positive relationships with students, staff, and parents.
Patience, empathy, and a non-judgmental attitude.
Strong organisational skills and attention to detail.
Ability to remain calm and composed in challenging situations.
