Support Educator at Farsta District Administration

Stockholm – our capital city with millions of dreams, expectations, and ambitions. We work for everyone living here today and in the future. We are now looking for someone who wants to think big, new, and differently with us – for the people of Stockholm.

Our part of the city is located between the lakes Drevviken and Magelungen. Here, the Farsta District Administration employs 1,400 dedicated staff who now need a new colleague. With us, you have easy access to both the subway and commuter trains, shops, and restaurants. And close to a swim in the summer and long-distance skating in the winter.

Welcome to us at Farsta District Administration

We are constantly working to develop our operations and are now taking further steps to broaden our expertise by recruiting more support educators.

With us, you will have the opportunity to participate in the support educators' own network, in the form of both regular physical meetings and digital forums. Here, there is room for collegial support, knowledge exchange, and the opportunity to drive your own projects. The network serves as an advisory body for the area of disability.

Your Role

We work with a clear job description for support educators as follows;

Overall Responsibility:

• Quality assurance: The support educator is responsible for the quality of the pedagogical work and supports both users and work teams.
• Work teams: Works parallel to support assistants and has 25% of their working time freed from direct user support for tasks related to the role.
• The Role: The support educator is part of the daily work and is an ambassador for the pedagogical framework.

User Focus:

• Rights and values: The work is based on the UN Convention on the Rights of Persons with Disabilities and the LSS value base (self-determination, influence, participation, and security).
• Individualized support: Ensures that working methods are adapted to the needs of users and that their opinions are collected in a structured manner.
• Support during relocation: Serves as a resource for new users when moving into group homes/service apartments or DV.

Social Documentation:

• Quality assurance of documentation: Reviews and develops social documentation (implementation plans, risk assessments, work instructions) and ensures that it maintains high quality.

Colleague Support:

• Mentoring and supporting colleagues: Supports colleagues in increasing user participation and self-determination, and reflects on working methods and approaches.
• Documentation and introduction: Assists in establishing individual pedagogical solutions and ensures that implementation plans and other documentation are current and correct. Also responsible for the introduction and mentoring of new employees.

Development and Quality:

• Monitoring the external environment and sharing knowledge: Keeps updated on evidence-based pedagogical methods and shares this knowledge within the work team.
• Quality work: Participates in quality development through observations, handling deviations, and driving quality issues.
• Competence enhancement: Responsible for conducting competence-enhancing activities and training for the work group.
• Digitalization and welfare technology: Leads work in units and keeps updated in the field of disabilities.

Collaboration:

• Internal and external collaboration: Collaborates with other support educators, business developers, LSS health services, assistance coordinators, and other internal/external actors to solve current issues and develop operations.

In summary, the role of a support educator entails responsibility for the pedagogical work with users, focusing on ensuring high quality in both practical support and documentation and methodology. The role also includes active support for colleagues and work with quality development and collaboration. As a support educator, you have no personnel, budget, or operational responsibility.

Qualifications

You are a trained support educator.

• Experience from similar operations, preferably as a support educator.
• Experience in development and change work within social services.
• Several years of practical experience working with target groups within LSS.
• Experience in goal-oriented work with various methods and approaches such as low-arousal responses, mapping, and clarifying pedagogy.

It is meritorious if:

• You have completed training in low-arousal responses.
• You are certified in Stockholm City's training in the pedagogical framework.

We place great importance on your personal qualities, and to thrive in the role, you are a secure and stable person with self-awareness. You easily create open and trusting relationships. You have the ability to work independently and plan, structure, and prioritize in your daily work. You are humble, respectful, and adaptable in your approach and communication, and you adjust your way of conveying your message to the recipient. It is also important that you are clear and can convey frameworks and approaches to the work group. Other success factors include your focus on pedagogical development.

Other

We are now appointing several support educators for both group and service apartments. The work is on a rolling schedule every weekday.

Interviews are conducted continuously during the recruitment process. The City of Stockholm works with competence-based recruitment aimed at recognizing each person's competence and thus counteracting discrimination.