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Ed Support Level 1-Range 2 (Ed Support Level 1-Range 2)

Job posted: 13/02/2024
Applications close: 26/02/2024 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: North West Region | Bendigo

Job type: Full time / From 01/03/2024 - 20/12/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1401892

Reference: 1401892

Occupation: Education and Training

Salary Range: Salary not specified

Work location: North West Region | Bendigo

Selection Criteria

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.

Role

[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.

Responsibilities

  • Provides routine support for teachers including assisting with planning of student routines
  • Supports communication between teachers and parents
  • Communicates with teachers on routine matters related to students and/or other responsibilities
  • Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
  • Communicating with student/s to support comprehension of basic tasks and information
  • Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
  • Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
  • Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
  • Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
  • Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

Who May Apply

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

EEO AND OHS Commitment

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

Child Safe Standards

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

DE Values

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

Conditions of Employment

  • 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

Location Profile

The Bendigo Special Developmental School provides education programs for school aged students 5 to18 with a moderate to severe intellectual disability. Our students reside in the Bendigo Region encompassing Kyneton, Wedderburn, Heathcote and Huntly.  The current enrolment is 133 students. The new school premises were established in Kangaroo Flat in September 2006.  

DET and VCAA curriculum guidelines are followed at the school, with all students being taught seven subjects (the school is exempt from teaching languages) and four capabilities of the Victorian Curriculum.  The Victorian Teaching and Learning Model is used to design and implement an individualised education plan for each student, coupled with a communication passport, which identifies a student's preferred communication system and skills.  Staff work in Professional Learning Communities to collaboratively plan and moderate student learning and achievement.

Classrooms are stimulating and well equipped with an extensive range of educational equipment and communication aids.  A hydrotherapy pool, spa room, gymnasium, student kitchen, and extensive bicycle track with a range of adapted bicycles, coupled with a specialised therapy and multi-purpose room enrich programs. Student health and safety is paramount, and a grounds master plan that maintains a secure and stimulating outdoor environment, with challenging play equipment and shade port sun protection make for engaging outdoor play spaces.  The school has recently been officially gifted the name 'Manya' meeting 'Meeting Site' by the elders of the tradition land owners, the Dja Dja Wurrumg, for the outdoor space located at the north end of the school.    

Teamwork and communication between staff and parents is a priority.  Student Support Group meetings are held each term and support the preparation and review of the Individual Education Plan. Parent and caregiver dialogue is supported by fortnightly newsletters, a Facebook page, and daily communication through either an app called SeeSaw or a student diary. An active parent and carer group called Parent 2 Parent meet fortnightly and  Learning programs are additionally supported by the school's Physiotherapist, Occupational Therapist, Speech Therapist, Family Support Teacher and Mental Health Practitioner.  

Several students are dual enrolled in mainstream schools for varying time fractions. Cooperative planning and programming between both educational settings and continual review and support of student progress are essential elements of the success and extension of these programs.

As a recognised resource for special education, the school provides an information, consultancy and professional development base for teachers, parents, tertiary students and other people involved in the disability field.

This school is committed to respecting the dignity of the individual and being "a place of excellence in education that creates inclusive communities and success for all."


 

Ed Support Level 1-Range 2 (Ed Support Level 1-Range 2)

Job type:

Full time / From 01/03/2024 - 20/12/2024

Job classification:

Ed Support Level 1-Range 2

Contact:

Dehne Anstee | 042/179-4022

Ed Support Level 1-Range 2 (Ed Support Level 1-Range 2)