1. Demonstrate successful experience in working as a team to support students with significant physical and multiple disabilities to engage in classroom learning and to actively participate in all school programs.

2. Demonstrate the ability to communicate effectively with a range of individuals including teachers, therapists and students including the ability to accept direction and feedback.

3. Demonstrate a high level capacity to work in an aquatics program with students who have multiple disabilities and the understanding of the important considerations when doing this work.

4. Demonstrated ability to be physically involved in programs across the school including aquatics, physiotherapy, mobility training, manual handling and student personal care as required.

[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.

Glenroy Specialist School is a school for students with physical and multiple disabilities. Teacher assistants work alongside teachers, therapists and nurses to support students physical and educational programs.

With the necessary training, teacher assistants are expected to undertake duties that include:

·                     Pushing children in wheelchairs including engaging and disengaging brakes.

·                     Transferring students to and from buses including harnessing wheel chairs in buses.

·                     Lifting and hoisting students.

·                     Transferring students into standing frames, walking frames, onto bikes and onto classroom furniture

·                     Physically supporting students in walking and bike riding programs

·                     Dressing and undressing students.

·                     Physically supporting and working with students in the pool

·                     Physically supporting and working with students in classroom and therapy programs including floor physiotherapy programs

·                     Supporting student communication including using specialised equipment

·                     General educational support including coactive assistance to access programs

·                     Preparation of teaching aides and equipment

·                     Set up of large equipment for specialised programs

·                     Mealtime assistance

·                     1:1 care of students with high medical needs following procedures determined by RCH Home and Community Care team, and after appropriate training

·                     Supporting students on excursions and camps including all aspects of personal care

·                     Maintaining personal hygiene of students including attendant care as required.

·                     Playground duty including supporting students in recreational activities

·                     Maintaining the cleanliness of classrooms and children's outside play areas and setting up of portable playground equipment.

·                     Maintaining displays

·                     Administration duties

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

• 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