SC1    Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2    Demonstrated capacity to communicate effectively with members of the school community, including students, using Auslan, and the capacity to provide support and/or attendant care to students where necessary.

SC3    Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4    Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5    A commitment to professional learning and growth

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices.  Deviation from established procedures will require reference to others for guidance and direction.  Assistance is readily available when problems arise.  An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well-established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others.  More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

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.

Qualification requirements do not operate at range 1.  Certification requirements may be required to legally perform specific tasks - e.g., driver's licence, first aid, safe food handling.

Typical Duties:
Under the direction of the principal and teachers, teacher assistants will:

• Support communication in the classroom in a bilingual/bicultural manner.
• Assist to ensure student participation in learning programs and supervision in classrooms, playgrounds, on excursions and in sporting / physical activities 
• Assist students on an individual or group basis in specific learning areas in the support and implementation of instructional programs
• Provide basic physical and emotional care for students
• Assist with toileting, meals, lifting and administration of medication to students requiring special care
• Actively participate in a variety of team meetings
• Observe students and draw the attention of the teacher to them where necessary.
• Work collaboratively and in a professional manner with the teaching staff, other teacher aides, parents/caregivers and the wider school community to ensure that all students experience success and are working towards achieving their potential.
• Undertake first aid duties, provided that the staff member is agreeable and has the appropriate current qualifications
• Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition
• Contribute in a positive manner to improve school culture
• Assist in the preparation of students resources and equipment and produce basic curriculum support resources
• Drive the school bus (providing licence requirements are satisfied)
• The principal may allocate other duties that are consistent with the conditions outlined in the Education Support Staff Agreement.

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

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.

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

Please ensure that your application includes:

• a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

• 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

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

Furlong Park School for Deaf Children is a Victorian Government co-educational school providing educational programs for children with a permanent, bilateral sensorineural hearing loss for students from the Northern and Western regions of metropolitan Melbourne and the rural fringe.

We are situated in Sunshine North and provide programs for children aged from 3 years in the Early Education Program up to the completion of Year 6 in the school. Our current enrolment is 66. Most children travel to the school by buses provided through DET.

We provide specialised bilingual supported (Auslan and English) programs in our Early Education Program which follow the principles of Early Childhood Education. Our bilingual (Auslan and English) school program is based on the approved Australian and Victorian curricula, including Victorian Early Years Learning Developmental Framework and the Victorian Curriculum. Every child attending Furlong Park School for Deaf Children has an Individual Learning Plan developed by teachers and parents in partnership and informed by assessment through the ABLES (Abilities Based Education and Learning Support) to identify student strengths and needs and to plan for incremental development.

We recognise diversity and individual differences in cognitive, emotional, social and educational growth, gender, culture, background and lifestyle, and aspire to provide a bilingual (Auslan and English) and bi-cultural program that offers exposure to the language, cultures, values and attributes of both Deaf and Hearing communities.

Staffing at Furlong Park School for Deaf Children consists of 12 teachers and 10 Educational Support staff, including Speech Pathologists. Teaching staff, Auslan Support staff.  Educational Support staff and Speech Pathologists work closely together to develop the educational outcomes and language and communication skills of each child. Early Education Program values and supports principles of Early Childhood Education

The School actively implements school wide Positive Behaviour Support which positively re-enforces our four (4) school values:  I am a Learner, I am Safe, I am Responsible and I Care for Others