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Inclusion Support Officer - ES Level 1-Range 2

Job posted: 22/06/2022
Applications close: 10/07/2022 (Midnight)
8 days remaining

8 days remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Part time / From 18/07/2022 - 20/12/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Other

Reference: 1284424

Reference: 1284424

Occupation: Other

Salary Range: Salary not specified

Work location: Melbourne | Western Metropolitan

Selection Criteria

SC1    Demonstrated experience and skills in coordinating in the area of Inclusion including developing targeted and evidence based programs for students with a range of additional needs.

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

SC3    Demonstrated capacity to be an effective team member through highly developed communication and interpersonal skills.

SC4    Possess the technical knowledge and expertise relevant to the position as outlined in the responsibilities.

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.

Role

48/52

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.

Responsibilities

• Collaborate with Wellbeing team to implement positive behaviour strategies, i.e. SWPBS, Berry Street, Respectful Relationships, Restorative Practices, Zones of Regulation, etc.

Work alongside Leaders to assess need for support/intervention.

• Management of STS Staff – Timetables, SSG Organisation, etc.

• Participate in and lead team meetings.

• Support induction process for new staff members regarding specific student needs and inclusive practices.

Support organisation of PSD Applications.

• Support SSG/IEP Co-ordination.

• Support implementation and administration of ABLES.

• Case Conference Support & co-ordination - monitor case notes and follow up actions.

• Assist with setting up student support programs for students with case management.

• Support staff with student/parent issues - deal with incidents, particularly involving PSD students as they arise by supporting relevant staff members.

• Support with student transitions (within, as well as in & out of the college).

• Co-ordinate Hub Operations (e.g. lunch time activities, timetabling).

• Co-ordinate Targeted Intervention Programs – facilitate focus groups e.g. Zones of Regulation & Life Skills.

• Source and monitor resources to support the implementation of high-quality learning programs for students with additional needs, e.g. social stories, visuals, etc.

• Allocate duties to STS staff, e.g. creation of resources to support student learning.

• Support with co-ordination of events, such as camps, excursions, NAPLAN through staff allocation & reasonable adjustments for students.

• Support organisation of Step Up Days, Meet the Teacher, etc.

• Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.

• Ensure a strong school and home learning relationship and environment through strengthening and maintaining engagement with parents.

• Assist students on an individual or group basis in specific learning areas.

• Assist with the communication between students and teachers, particularly the interpretation of instructions.

• Provide basic physical and emotional care for students.

• Assist with toileting, meals, lifting, and administration of medication to students requiring special care.

• Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.

• Prepare basic curriculum support resources.

• Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.

• Assist in the preparation of equipment and purchasing of materials and supplies as required.

Who May Apply

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

EEO AND OHS Commitment

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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

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

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

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

Brookside College is located in Caroline Springs on the lands of the Wurundjeri People and the Kulin Nation. Although the College and the community it serves is relatively young, learning communities have taken place on this land for more than 30,000 years.

Founded as part of the multi-campus Caroline Springs College in 2000, Brookside College became a separate legal entity in 2012. Since its formation, the College has gained a strong reputation as a caring and community minded learning school built on a commitment to student-centred learning and inclusive education.

Today the College has an enrolment of 1150 students from Prep to Year 9 and a staff of 135. Ours is a culturally and ethnically diverse community with 55% our children coming from a language background other than English and 1% of our children coming from an Aboriginal or Torres Strait Islander background. As a College, we celebrate the richness that diversity brings to a community and ensure our educational programs give voice to the different experiences of our families.

Our Vision – the why

“Brookside College empowers every learner to fulfil their potential and positively shape the future.”

Mission – the what

“At Brookside College we design high quality learning experiences that build on learner strengths and needs to help them develop their talents, passion and purpose.”

Values

Rights, Respect, Resilience and Relationships

Our curriculum programs place Literacy, Numeracy and Empowerment at the core of our practice. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on 21st Century Learning Skills underpinned by the Victorian Curriculum Capabilities and student agency.

Literacy is delivered through explicit direct instruction including a phonics program in the early years. Reading is a feature of every classroom, supported by classroom libraries. Numeracy is delivered through a balanced pedagogy that combines explicit direct instruction and problem-based learning. Learning in all other disciplines features explicit direct instruction, problem-based learning and project-based work. Student achievement is celebrated through Parent, Teacher and Student Conferences, Reporting, Awards and public exhibitions.

Our Digital Technology learning program brings real world learning to students and provides opportunities for students to demonstrate their creativity and problem solving skills. Students are further able to develop their talents and passions through our Performing Arts (Prep-2) and Music (Years 3-9) programs, whilst student health and resilience is developed through the Stephanie Alexander Garden Program (Years 3-4), the Food Technology Program (Years 5-9) and the Health Program (Prep-9). Our Year 9 ‘Futures’ and Electives Programs further aim to equip our students with many of the skills and competencies they need to shape the future.

Student leadership, voice and agency is central to our work. Students have multiple opportunities to make decisions about their own learning and the direction of the College more generally. Student Action Teams drive improvement in the areas of Community, Teaching and Learning, Environment and Student Engagement and Wellbeing.

The College is committed to developing happy, healthy and resilient children and we have invested significantly in a range of specialist programs underpinned by the Berry Street Education Model, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices. Our work with students is framed by the Response to Intervention model, where student needs are identified and specifically targeted. Additional supports provided by the college include a Hands on Learning Program that has been nationally recognised as a model of excellence, a dedicated Student Wellbeing space called “The Zone” and our Inclusive Education Centre, “The Hub”.

Inclusion Support Officer - ES Level 1-Range 2

Job type:

Part time / From 18/07/2022 - 20/12/2022

Job classification:

Not provided

Contact:

Violeta Dellidis | 0422 830 246

Inclusion Support Officer - ES Level 1-Range 2