SC1    Demonstrated experience and skills in coordinating a specific education support function.

SC2    Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3    Demonstrated high level oral and written communication skills.

SC4    Possess the technical knowledge and expertise relevant to the position.

SC5    Demonstrated capacity to provide advice and support to management in respect to the work area.

SC6    Demonstrated commitment to professional learning and growth for both self and others.

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy.  This may include the supervision and coordination of other education support class staff within the work area or educational program.  Supervision and coordination would be limited to ensuring routine tasks are performed to required standards.  Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2.  Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1.  Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role. 

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time.  The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options.  Routine technical support in libraries, science and information technology laboratories would be typical examples.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.  Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

• Coordinate the delivery of administrative services within the school.
• In consultation with the principal, determine and manage work priorities within the school office.
• Develop and implement strategies to ensure effective administration procedures.
• Maintain school's records system, including computerised student, staff and school records.
• Coordinate the implementation of requisitioning, purchasing and issuing procedures.
• Manage client reception.
• Liaise with school staff in regard to support requirements.
• Coordinate staff timetabling.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.  The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Our school appoints Education Support Staff who:

• Are able to work with students who have mild, moderate and profound intellectual disabilities associated with physical, social, emotional, behavioural, multiple and sensory impairments.
• Are able to assist other staff members in a specific area of the school.  These areas may be in Administration or Information Technology.
• Show a commitment to whole school life by participating in all school activities.

What can you expect from our school?

• Our school has a strong focus on assisting our students to reach their full potential.  We are committed to the development of our Education Support staff with professional development programs offered in relevant areas.
• You will be part of a vital, stimulating and challenging learning environment.  The skills you bring to this environment will be accepted and used.
• Our school has a committed School Council and we share a good relationship with our broader school community.

Preparing your application:

Applicants must hold a current type ‘E’ Working with Children Check Card.  In your application you must include both the name on your Working with Children Card and the actual card number.

Your application should persuade us that you are the best person for this position.  It does not need to be long but should help us to decide if you would fit easily into our school philosophy and learning and teaching team. If you are submitting hardcopies of your application, please provide the school with four copies of your application.

Applicants must respond to the Key Selection Criteria for this position in their application.  If you do not address the selection criteria you may not be offered an interview.

You are also requested to name two confidential referees that we can contact for further information.

Our selection process:

After the closing date, our Selection Panel will meet and consider the applications submitted by applicants.  The Panel will short list applicants for interview, interviews will be conducted and referees contacted prior to a decision being made.  During the interview you will be expected to present your current type “E” Working with Children’s Check card.

The successful applicant completes a Validation of Personal Information declaration and a Pre-Employment Health declaration.

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Ballarat Specialist School caters for students aged from 3 and 18 years who have a diagnosed intellectual disability ranging from mild to profound.  Ballarat Specialist School is a dual-campus K-12 school organised around four stages of learning - Early Learning (Ages 3-5), Primary School (Ages 5-12), Middle School (Ages 12-15) and Senior School (Ages 15-18). Our Early Learning to Middle School students are accommodated on our main Gillies Street Campus. Our Senior School students are located at our 8.09 hectare FARM Campus in Norman Street. Our current enrolment is approximately 430 students.

Our school's mission is "Achieving Personal Success Together". We strive to enable our students and staff to reach their full potential in a safe, stimulating and flexible learning environment. Our educational programs provide a balanced and personalised curriculum where student achievement is acknowledged and celebrated.  

The Ballarat Specialist School provides an inclusive and rigorous learning program that challenges and engages students to grow as passionate learners.  The school's teaching and learning programs are underpinned by the Victorian Early Years Learning and Development Framework, The Victorian Curriculum and the Victorian Certificate of Applied Learning.  A comprehensive curriculum, with a strong focus on Literacy and Numeracy, is embedded into curriculum maps for each of the four mini-schools within the school. Each curriculum map is designed to meet the learning needs of students at their individual stages of learning. This is supported by Individual Education Plans for all students. Communication is a keystone of all learning and curriculums within the school.  The school's pedagogy reflects current research, and best practice is enacted to maximise student learning outcomes.  Our teaching and learning programs are anchored in a gradual release of responsibility model to enable our students to become independent and lifelong learners.  Through Professional Learning Communities, Ballarat Specialist School teachers invest in the collective application of curriculum, assessment, shared learning, reflection and they engage in inquiry about student work. 

Our specialist programs include: Science, Performing Arts, Visual Arts, Physical Education (PE) and Hospitality. The school also operates two cafés open to the public. The Special Treats Café is located at our Gillies St. campus and the FARM Café is located at our Norman street FARM campus.  We also have a school based Op shop (Vintage Soul) that operates from our Gillies Street Campus. Through these enterprises, we can offer students pathways to future employment as these school-based work areas and programs are connected to the specific delivery of Certificate II Courses through local TAFE institutes. The courses conducted onsite are Kitchen Operations, Retail, Horticulture, Visual Arts, Sport & Recreation, Warehousing, Music Industry and Work skills.

Individual Educational Plans (IEP’s) are developed by the Student Support Group, which comprises parents and carers, outside agencies, and school staff. The IEPs are then implemented by school staff, including Classroom Teachers and Education Assistants and supported by the Integrated Service Team.