Ask them follow-up questions.
ST Details of standard Role Profile what the successful candidate should be able to do at the end of the Apprenticeship As a Children, Young People and Family Manager you will ensure direction, alignment and commitment within your own practice, your team syour organisation and across partnerships to help children, young people and families aspire to do their best and achieve sustainable change.
You will build teams, manage resources and lead new approaches to working practices that deliver improved outcomes and put the child, young person or family at the centre of practice. You may work either as a Manager in Children's Residential Care or as a Children, Young People and Families Manager in the Community in a range of settings in local authorities, within health organisations, educational and early years settings or children's centres, as well as a wide range of private voluntary and community organisations.
You could be solely responsible for the management of a team or service, or be part of a management team. To deliver effectively on a wide range of outcomes you will work on a multi agency basis with professionals from a wide range of backgrounds, as well as team leaders and managers from your own organisation.
With a focus on excellence in practice and improved performance, you will encourage Children, Young People and Family Practitioners to gain the skills, knowledge, attitudes and behaviours that will enable them to actively support each child, young person, young adult and family to achieve their potential.
You will inform and improve practice by acting on research and new developments into how the needs of children, young people and families are best met. You will model the behaviours that encourage reflective practice, professional confidence and humility.
You will challenge and support practitioners and ensure their practice is safe. You will develop and lead an ethos that will enable and inspire practitioners to make a real Duration: Typically 30 months if you do not possess one of the mandatory qualifications listed below, otherwise 12 to 18 months Level: Respecting and valuing practitioners, encouraging and enabling them to deliver excellent practice Compassion: Consideration and concern, combined with robust challenge and support Courage: Having honest conversations and encouraging practitioners to offer their own solutions to improving practice Communication: Building relationships with practitioners, peers and partner organisations Competence: Knowing the business, knowing what good practice looks like in others and having a relentless focus on delivering improved outcomes Commitment: Demonstrating a strong moral purpose, modelling the ethos and building the skills of others and retaining and maintaining and own practice skills through effective CPD Core Requirements — knowledge and skills These are based on the kind of statements we would typically expect practitioners to make about their manager 'You provided direction and ensured we worked as a cohesive team' Knowledge and understanding of: Current research and development in the health and social care sector Theories underpinning the learning, development and motivation of individuals and teams The role of the team and the internal and external environment in which it operates Skills: Maintains and develops a leadership style that sets the ethos, aims and approach to the work Manages the application of professional judgement, standards and codes of practice Creates a strong sense of team purpose You implemented a working environment which supported dignity and human rights' Knowledge and understanding of: Values and ethics and the principles and practices of diversity, equality, rights and inclusion Approaches to dignity and respect Skills: Models an ethos that actively promotes equality, resilience, dignity and respects diversity and inclusion Actively seeks the views of others 'You helped us work through the challenges that faced us and ensured we were safe' Knowledge and understanding of: Develops and delivers good quality supervision practice and decision making Demonstrates evidence based practice and models the effective use of up to date research and theories Identifies and manages risk Monitors, evaluates and improves the working environment to ensure it is safe 'You enabled us to focus on and achieve improved outcomes for children and young people' Knowledge and understanding of: The principles and practice of statutory frameworks, standards, guidance and Codes of Practice The quality assurance of health and social care in line with OFSTED, CQC and other regulatory bodies Approaches to developing and implementing improvement, including use of data The theories of intervention that meet the needs of children, young people and adults within the family Skills: Uses data to evaluate the effectiveness of outcomes Develops, facilitates and leads changes in working practices that deliver improved outcomes Actively encourages the participation of children, young people and families in service improvement Manages the quality assurance of the service provided and proposes improvements 'You managed and made best use of the resources that we have' Knowledge and understanding of: The practice and principles of resource management How to create engagement and innovation in the development of practice The commissioning cycle and its application Skills: Manages and deploys total resource e.
Inter-agency and multi-agency work and its role in ensuring positive outcomes Techniques to influence, persuade and negotiate with others Skills: Collaborates with partner agencies and resolves complex issues to achieve best outcomes Builds an ethos of learning and continuous improvement across partner organisations 'You ensured there was a culture of continuing professional development' Knowledge and understanding of: Evaluates practice of team members Assesses learning styles of self and team members and identifies development opportunities Listens to, challenges and supports practitioners Engages in reflective practice and develops a learning culture across the team Children, Young People and Family Managers will need to supplement the CORE standard programme with specialist skills and knowledge, by choosing ONE of the following options: Manager in Children's Residential Care 1a.
Plays a leading role in developing the ethos of the home and creates a sense of purpose and clarity for the long term care and support of children and young people in residential care Knowledge and understanding of: Creates an environment that promotes partnership working within a specific working context e.
Leads and supports practice development in the care and support of children young people and their families and carers, within contemporary society Knowledge and understanding of: Apprentices without level 2 English and Maths will need to achieve this level prior to taking their end- point assessment.
You may re-use this information not including logos free of charge in any format or medium, under the terms of the Open Government Licence.PART I GENERAL. Sec. Towns to maintain schools.
Public schools including kindergartens shall be maintained in each town for at least one hundred eighty days of actual school sessions during each year, and for the school year commencing July 1, , and each school year thereafter, in accordance with the provisions of section q.
New Teacher Induction and Mentoring: This organization, led by Hal Portner, specializes in helping teams of K educators and decision makers to serve as leaders in the development or enhancement of their district's new-teacher induction and mentoring system. Renee Hobbs, EdD, a prolific writer, speaker, researcher and curriculum designer in the field of media literacy education, is the director of the Media Education Lab at Temple University in Philadelphia.
Oct 13, · Best Answer: We can't help you because we've not seen your effectiveness in building relationships with children or young people. Nor can we give you OUR effectiveness because that doesn't describe you.
It's a pretty simple question. Can you easily make friends with children and young people?Status: Resolved. Evaluate own effectiveness in building relationships with children or young people thank you. Report Spam Logged Social Buttons.
Aunty Sue. Hero Member Karma: +72/-3 Offline Evaluate your own effectiveness means that you look at what you do not just what you should do. Dating is a stage of romantic relationships in humans whereby two people meet socially with the aim of each assessing the other's suitability as a prospective partner in an intimate relationship or grupobittia.com is a form of courtship, consisting of social activities done by the couple, either alone or with others.
The protocols and practices of dating, and the terms used to describe it, vary.