Achievement Adviser / Associate Achievement Adviser Application Form
Please complete your application electronically using the form set out below and return it to
uk@edisonlearning.com.
Please indicate whether you are applying for:
Associate Achievement Adviser
Regional Manager/ Achievement Adviser
I would like to be considered for posts as both as Associate Achievement Adviser
Regional Manager/ Achievement Adviser
Personal Details
Name:
Home address:
Email address:
Phone number:
Relevant qualifications
Date
Qualification
* You may be required to supply proof of key accreditations at a later stage
Work history
Relevant previous work experience (date order with most recent first and reason for leaving)
Date From
Date To
Job Title
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Main Duties
Reason for
Leaving
Relevant training courses and additional professional qualifications:
Please provide information about any gaps in career history:
Please illustrate with evidence your knowledge and experience of implementing or
supporting approaches that have delivered good and outstanding outcomes for
learners (no more than 350 words)
Please illustrate with evidence ways in which you meet the competencies outlined in
Appendix 1 (no more than 300 words)
References
Should your application be progressed we will seek references from the two people you
have nominated below.. References should cover at least three years of employment, one of
whom must be your current or most recent employer.
Reference 1
Name
Job title
Capacity in which you are
known to the referee
Contact details
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Reference 2
Declaration
In submitting this application I am signifying my agreement with the following
statements



This application is truthful and fairly represents my qualifications, skills and
circumstances;
There is no additional information related to disciplinary, conduct or
safeguarding matters that would have a bearing on my suitability for
employment as an achievement adviser working in schools;
There are no matters, other than those recorded on this form, that could
contribute to a perception of my unsuitability to work as an achievement
adviser in schools.
If any of the above apply please contact Amy Sage - details above.
Employment will be subject to a clear and satisfactory Enhanced DBS. Where this
application leads to the undertaking of contractual work as an Associate Achievement
Adviser (Contractor), the Contractor will allow EdisonLearning to apply for an
Enhanced DBS for any work carried out. EdisonLearning will apply for the enhanced
DBS on behalf of the Contractor and the Contractor will be liable for the cost of the
Enhanced DBS and the DBS Update Register. Following the initial DBS,
EdisonLearning will carry out annual checks on the Contractor in relation to their
Enhanced DBS.
Signed:
Date:
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Appendix 1
Personal competencies
Competency
Definition
Integrity and
Ethics
Acting with demonstrable fairness, integrity and consistency in work related activities.
 Shows consistency between work and actions and consistently endeavours to deliver on agreed commitments.
 Is trustworthy, keeps confidences and is tactful when dealing with sensitive social, organisation and professional matters.
 Has a demonstrable commitment to sound business ethics.
 Accepts responsibility for own mistakes and does not seek to blame others.
Interpersonal
Skills
Dealing effectively with other people by exercising awareness and sensitivity.
 Adopts own style to deal with different types of people.
 Empathises with others and shows an awareness of the pressures of the organisation/situation within which they are working.
 Can deal effectively with difficult conversations where the other party/parties are angry and upset and/or when sensitive issues are being
covered.
 Displays warmth and is perceived by others as genuine.
Influencing
others
Arousing interest and drive in others and using a range of approaches to influence them to achieve objectives.
 Adapts own influencing styles to suit other people and situations.
 Persuasively presents arguments and is able to argue own case.
 Influences others to obtain acceptance, agreement or behavioural change.
 Is sensitive to the interests and concerns of others.
Problem Solving
Identifying and defining problems and applying problem solving skills and techniques to generate solutions that minimise risk and maximise benefit.
 Can use a range of problem-solving strategies to resolve complex issues, identifying potential obstacles, resistance and resources.
 Establishes the root cause of problems and is not unduly influenced by symptoms.
 Systematically gathers all available relevant facts and information.
 Involves others in problem solving processes and responds constructively to alternative ideas.
Communication
Communicating orally and in writing to individuals and groups, including in training sessions.
 Listens actively, asks searching questions, clarifies points and probes in order to gain a full understanding of issues and needs.
 Communicates well with different audiences in order to present findings and judgements clearly, both orally and in written form.
 Explains complex matters clearly and concisely and checks what has been understood by audience.
 Uses positive body language and adopts an appropriate communication style when dealing with others.
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