Yarra Ranges Special Developmental School is a specialist school that provides a quality educational program for students with moderate to profound intellectual disabilities. Around 45% of our students have a co-morbid diagnosis of Autism as well as a diagnosed intellectual disability.  Many students have additional impairments, including sensory or physical.  Students range in age from two years eight months to eighteen years of age.  The school also has an established Satellite Unit based at Healesville Primary School. The Unit currently caters for 8 students, from foundation to grade six. Students who attend, have a mild to moderate intellectual disability.

Students must meet the state-wide eligibility criteria to attend and are enrolled at Yarra Ranges Special Developmental School in accordance with the school¿s documented enrolment policy.

Our school¿s philosophy is reflected in the programs and is based on the belief that all children can learn and learn best in a happy, challenging, and supportive environment. We recognize and value the individuality of our students. All students have an Individual Learning Plan (ILP) which is developed by teachers in conjunction with parents, guardians and caregivers, therapists and other relevant professionals.  Therapists work collaboratively with teachers to provide access for students to the curriculum.  A range of augmentative communication systems are used including signing, PODDs and voice output devices.

Teaching and Learning at Yarra Ranges SDS is focused around the child with the goal being to build independence. Our instructional approach is based on Communication, School Wide Positive Behaviour Support and Structuring Functional Independence.  Our vision is to build independence through active learning and our school values for the whole school community are:

·         Be Respectful;

·         Be Responsible;

·         Be Safe

These are imbedded in all school policies and practices. Our commitment to these values is supported through our positive partnerships with all members of the school and the wider community. 

As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community. 

The students are grouped into five sections:  Early Years (which includes our Early Education program); Junior; Middle; Senior and Healesville with a Team Leader in each area.  Curriculum design and delivery is enhanced by the expertise of a committed and caring multi-disciplinary staff which includes teachers, education support staff, physiotherapist, occupational therapists, speech therapists, welfare officer and specialist teachers.   The teacher to student ratio enables small classes (6-10 students) with education support staff working alongside teachers.

The Victorian Curriculum is the basis for an adapted curriculum for Foundation to Year 9 with the addition of a specially developed Senior Pathways Curriculum, based on VCAL, for students in their final three years of schooling. Our Early Education Program is based on the Victorian Early Years Developmental Framework.

The school also provides a wide range of enrichment activities and opportunities. These include a Garden Program, Swim Squad, extra sporting activities, visiting performers and community representatives. Specialist staff conduct Swimming, Arts and Media and PE programs.  Information and Communication Technology is embedded into student learning throughout the school.  We also host the internationally acclaimed MeTV, our onsite television broadcasting service. MeTV enhances our students¿ learning opportunities and contributes to our curriculum in a fun, interactive way.  Information Communication Technology is embedded into student learning throughout the school.   

The greatest feature of our school is the feeling of welcome, warmth and empathy. Parents are encouraged to work with the school in a partnership for the benefit of their child.

SC1  Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2  Demonstrated capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including 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 and other school staff in respect to the work area.

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

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

• Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
• Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
• Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken 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.
• 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 would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

• Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
• Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
• Maintain and update office records, enrolment data, diary records, and basic written records
• Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
• Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
• 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
• Coordinate the implementation of requisitioning, purchasing and issuing procedures
• Manage client reception and office operations
• Liaise with school staff in regard to support requirements
• Coordinate staff timetabling
• Undertakes VASS and/or VET administration support
• Supports the first aid facilities and assists in delivering first aid to students

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

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• 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