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Education Support Disability & Inclusion

Job posted: 09/06/2024
Applications close: 22/06/2024 (Midnight)
6 days remaining

6 days remaining

Job Description

Location: North East Region | Broadford

Job type: Part time / From 15/07/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1419694

Reference: 1419694

Occupation: Education and Training

Salary Range: Salary not specified

Work location: North East Region | Broadford

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 this position. Should you be successful, you will be given the opportunity to negotiate your preferred time fraction as part of the recruitment process.


The Department of Education (the department) 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

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

Other Information

Other Information

All applicants must have a personal profile on Recruitment online and ensure that it is up to date including VIT registration status. Applications should also be lodged on Recruitment online to ensure that notification of outcomes is delivered to a current email address.

Applications must include:

  1. A specific response to each of the key selection criteria and position details. It is suggested that applicants limit their response to no more than 7 pages.
  2. A CV with a summary of experience and qualifications.
  3. The names and contact details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.

Additional Information

Ms Tania Pearson is the Executive Officer acting on behalf of the Selection Panel. She can be contacted for more information on 03 5784 1200.

School Website

broadfordsc.vic.edu.au

Conditions of Employment

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

Location Profile

Broadford Secondary College's vision is to give every person, every opportunity, every day.

Broadford Secondary College's vision is to give every person, every opportunity, every day.

Our college community embraces our values - Respect, Responsibility, Organisation, Persistence and Excellence.

Staff who choose to work at Broadford Secondary College will bring our vision to life through their commitment to the students and community and their professional practice.

Broadford Secondary College is a co-educational College, located in the township of Broadford, 70km north of Melbourne. The College draws students from Broadford Primary School and surrounding Primary Schools which include Kilmore Wandong, Pyalong, Tallarook and Willowmavin. In 2023 the school's enrolment is 788 students which is divided into two sub-schools: Junior and Senior.

The College is committed to ongoing school improvement, participating in Berry Street Education Model training, the implementation of the SWPB framework, is to develop school-wide systems for promoting positive behaviour to support powerful learning, a school-wide behaviour (SWPBS) matrix has been constructed by staff.  The action plan aims to establish consistency of teachers¿ understanding and practice, as described in the matrix, supported by ongoing professional learning and, secondly, explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours.

 Our school motto `aspire, strive, achieve'

Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VCEVM, VCAL, VETis, applied and accelerated pathways. VET courses offered on site include Building and Construction, Sports Coaching and Engineering, other courses are delivered at TAFE Colleges which are easily accessible by public transport.

The staff have developed the 'Broadford Secondary College Instructional Model' which is a framework for high quality teaching at BSC, based around current educational research including the High Impact Teaching Strategies (the HITS) and designed within the context of our students and school community. Staff engage in regular and structured professional learning, and work collaboratively with each other in Professional Learning Communities (PLC's). The College has a peer observation structure where staff observe each other to provide feedback and support on teaching practice. Teachers also work in Key Learning Area (KLA) groups to design, document and implement a guaranteed and viable curriculum that is engaging, differentiated and uses ICT effectively as a teaching and learning tool. 

Broadford Secondary College provides a child safe environment. Our school actively promotes the safety and wellbeing of all students, and all school staff are committed to protecting students in accordance with the Child Safe Standards. We promote the safety, wellbeing and inclusion of all children, including those with a disability.

The school's transition program is coordinated by an Assistant Principal who works with all students and their families moving into Year 7; the role provides opportunities for feeder school and new parents to converse with the College. A hand-over to the Year 7 coordinators and advocates occurs early in the new academic year. This process allows for a smooth, well-planned community-based approach.

The College also runs a Flexible Learning Option program for 15 students aged 15-18 years. This off-site alternative learning setting that is supported by BSC which enrols students in the VET courses and offers literacy and numeracy units of learning.

The College Student Family Occupation and Education (SFOE) index is: 0.4843, the staffing profile is made up of 1 Principal, 3 Assistant Principals, 5 Leading Teachers, 3 Learning Specialists, 53 teachers (45 EFT), 23 Educational Support Staff (19.08EFT), a Business Manager and two maintenance persons.

Education Support Disability & Inclusion

Job type:

Part time / From 15/07/2024

Job classification:

Ed Support Level 1-Range 2

Contact:

Lisa Hanson | 035/784-1200

Education Support Disability & Inclusion