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.

[Attendance requirement for this position]

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.

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

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@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 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

This  position is one on one with a Complex needs teenage student.

[Enter Free Text Description here]

Peninsula Specialist College is a dual mode setting for students with a diagnosed intellectual disability. The school caters for students 5-18 years of age in its primary and secondary departments. We offer comprehensive curriculum programs using the Victorian Curriculum F-10 and Foundation VCAL to ensure that all students achieve personal success. Every year an Individual Learning Plan is designed for each student providing a personalised and differentiated approach to learning.

Peninsula Specialist College believes that every child has the ability to learn in an environment of dignity and respect. Students are encouraged to take responsibility for their own learning and become successful learners, capable of building positive relationships across the school and wider community.

All staff at Peninsula Specialist College work within multidisciplinary teams focusing on students’ academic, social and emotional goals.

Therapeutic interventions are the foundation of the educational programs at Peninsula Specialist College. Occupational Therapy based programs assist in the regulation of students’ nervous systems, ensuring they are ready to learn. Every student has a functional communication modality ensuring their voice in their learning. An embedded Physiotherapy program assists students with their strength, conditioning and mobility.

Peninsula Specialist College is a School Wide Positive Behaviour School. Understanding student behaviour is a key to helping our students achieve the best possible outcomes at the school, home and in the community. All staff participate in training which builds their capacity to prevent and respond to behaviour in a positive and consistent way across the school.

Our Vision

Peninsula Specialist College aims to foster students in being happy, resilient and confident individuals who work towards optimal independence through lifelong learning. They will be responsible, caring and respectful members of their community who acknowledge and respect cultural diversity. Students will be positive role models who are engaged with the school and the wider community. Students will also advocate for themselves utilising effective communication.

Peninsula Specialist College students and staff will take every opportunity to ensure the wellbeing, empowerment and safety of all.

Our Values

Our school values reflects the positive behaviours of our school community: Be a Learner, Be Respectful, Be Safe and Be responsible. These values apply in the classroom, playground and in the community. They are implemented and expected by all members of our school community.  

We are a School Wide Positive Behaviour Support School.

School-wide Positive Behaviour Support (SWPBS) is an evidence-based framework for preventing and responding to student behaviour. It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members. It includes analysis of data in professional learning teams, implementation of evidence-based practices and organisational systems for establishing safe, purposeful and inclusive school and classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.

Our school purpose is supported by the following school values that are central to the life of the school.

Be Responsible • Be Respectful • Be Safe • Be A Learner

Peninsula Specialist College is a dual mode setting for students with a diagnosed intellectual disability. The school caters for students 5-18 years of age in its primary and secondary departments. We offer comprehensive curriculum programs using the Victorian Curriculum F-10 and Foundation VCAL to ensure that all students achieve personal success. Every year an Individual Learning Plan is designed for each student providing a personalised and differentiated approach to learning.

Peninsula Specialist College believes that every child has the ability to learn in an environment of dignity and respect. Students are encouraged to take responsibility for their own learning and become successful learners, capable of building positive relationships across the school and wider community.

All staff at Peninsula Specialist College work within multidisciplinary teams focusing on students’ academic, social and emotional goals.

Therapeutic interventions are the foundation of the educational programs at Peninsula Specialist College. Occupational Therapy based programs assist in the regulation of students’ nervous systems, ensuring they are ready to learn. Every student has a functional communication modality ensuring their voice in their learning. An embedded Physiotherapy program assists students with their strength, conditioning and mobility.

Peninsula Specialist College is a School Wide Positive Behaviour School. Understanding student behaviour is a key to helping our students achieve the best possible outcomes at the school, home and in the community. All staff participate in training which builds their capacity to prevent and respond to behaviour in a positive and consistent way across the school.

Our Vision

Peninsula Specialist College aims to foster students in being happy, resilient and confident individuals who work towards optimal independence through lifelong learning. They will be responsible, caring and respectful members of their community who acknowledge and respect cultural diversity. Students will be positive role models who are engaged with the school and the wider community. Students will also advocate for themselves utilising effective communication.

Peninsula Specialist College students and staff will take every opportunity to ensure the wellbeing, empowerment and safety of all.

Our Values

Our school values reflects the positive behaviours of our school community: Be a Learner, Be Respectful, Be Safe and Be responsible. These values apply in the classroom, playground and in the community. They are implemented and expected by all members of our school community.  

We are a School Wide Positive Behaviour Support School.

School-wide Positive Behaviour Support (SWPBS) is an evidence-based framework for preventing and responding to student behaviour. It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members. It includes analysis of data in professional learning teams, implementation of evidence-based practices and organisational systems for establishing safe, purposeful and inclusive school and classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.

Our school purpose is supported by the following school values that are central to the life of the school.

Be Responsible • Be Respectful • Be Safe • Be A Learner