4 days remaining
Location: Melbourne | Northern Metropolitan
Job type: Part time / From 07/10/2024 - 04/10/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1438974
MULTI-CAMPUS SCHOOL - VACANCY IS NON SPECIFIC TO A CAMPUS
NSA School Vision
"Learning for Life"
Northern School for Autism strives to be a centre of excellence. Students are supported towards developing their personal and educational potential, so as to be valued contributors to family and community life.
School Values: Trust, Understanding, Safety
School Overview
Northern School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism ranging in age from 5 to 18 years. The school was established in 2006 and currently operates across two campuses located in Reservoir and Lalor. Reservoir is an Early and Middle Years campus; Lalor is a Later Years campus. The school also coordinates a satellite program at Norris Bank Primary School. Class-groups generally comprise of six to ten students of similar chronological age. Teachers, teacher aides and therapists (speech pathologists and occupational therapists) work in teams of two or three in each classroom, supported by specialist teachers (PE, Art and Music) as well as a team of leading teachers.
School Structure
The school is divided into sub-schools according to the stages of schooling (ages approximate):
Early Years 5 - 8 years.
Middle Years 9 - 14 years.
Later Years 15 - 18 years.
Pedagogical Philosophy
The community of Northern School for Autism believes that to succeed in the world, students need to develop the capacity to:
Manage themselves as individuals in relation to others.
Understand the world in which they live.
Act effectively in that world.
Teaching and Learning
Northern School for Autism implements a teaching approach that builds on individual student¿s strengths and skills. The educational programs accommodate the particular impairments associated with autism; teaching and learning programs centre upon developing student¿s interpersonal/personal skills, communication skills and executive functioning. Emphasis is placed on promoting social skills, assisting students develop their imagination and play skills, as well as supporting students learn to manage and self-regulate their emotions and behaviour. Programs are designed to accommodate individual student¿s needs and interests. Teachers are trained in autism specific pedagogy (structured teaching) and work in accordance with the autism specific Northern School for Autism, Teaching and Learning Protocols. Staff members deliver programs in a consistent, autism friendly manner across the whole school. All students are encouraged and supported to become independent, life-long learners. NSA is proud to implement a School-wide Positive Behaviour Support approach.
Individual Learning Plans and Student Support Group Meetings
NSA has developed an autism specific curriculum which incorporates AusVELS and (in the Later Years) an Applied Learning Program. Each student¿s current level of performance is identified and programs are implemented to address their individual learning needs. Termly Individual Learning Plans are developed for each student through discussion with parents/carers, teachers, education support staff and other professionals at Student Support Group (SSG) meetings. Individual progress is formally recorded and reported upon at termly SSG meetings and in written reports to parents/carers. Teachers use a variety of formal and informal measures to ensure students are meeting their individual educational goals. Individual student progress, as well as student progress across the whole school is assessed formally via the on-line Abilities Based Learning Education Support (ABLES) program.
Applicants without experience must be willing to take a high level of direction in order to develop the skills and knowledge required, as well as participate in comprehensive induction and PD programs.
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:
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.
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
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
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
Part time / From 07/10/2024 - 04/10/2026
Ed Support Level 1-Range 2
Priscilla Weedon | +61394625990