SC1. Demonstrated ability to communicate with teachers about routine matters relating to the education of autistic students and to support teachers in designated aspects of the classroom program.

SC2. Demonstrated ability to:

1. 1. Provide physical care and emotional support for autistic students.
   2. Facilitate students engagement with play and learning tasks/programs as directed by class teacher/s.
   3. Implement positive behaviour support strategies relating to individual students within classroom,playgrounds and other school environments.

SC3. Demonstrated capacity to work with students, teachers, parents and the school community in an objective and respectful manner.

SC4. Demonstrated capacity to work cooperatively with a range of people including leaders, teachers, education support staff, students and parents.

SC5. Demonstrated commitment to professional learning and growth.

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.

Undertakes 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. 

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.

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

• A written response to each of the Selection Criteria is mandatory.
• Up to three referees who are able to comment on your application in relation to the Selection Criteria.
• Referees other than those nominated may be contacted by the Panel.
• This position is based at Western Autistic School - 1 Burnley Street, Laverton

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.

Western Autistic School provides an intensive teaching program for students with autism, in their early years of schooling. Our philosophy is to place the child at the centre of their learning and work collaboratively with the families of our students, to provide a strengths-based, student-centred education for all students who attend our school. Over 1-4 years our students develop critical foundational skills, that build a sense of self, others and the world around them, alongside working towards the Victorian Curriculum Standards. Throughout their journey the Student Support Group (SSG) develop a clear vision for the pathway of the student into a more integrated setting.

School Values

Our school demonstrates commitment to the following values:

- Diversity

- Respect

- Learning as an ongoing process

- Sharing and growth of knowledge

- Collaboration

School Profile

The Western Autistic School is a large, vibrant and unique school in the western suburbs of Melbourne. We offer an early years program for 300+ young children with Autism Spectrum Disorder in Prep to Grades 3.

Our school caters to students in grades Prep- Grade 3, and synthesises an evidence base drawn from the Victorian Curriculum, Victorian Early Years Developmental Framework and contemporary research from the fields of autism and inclusive education to develop Individual Learning Programs for each student.

Key features of our program include:

• The individual child is the focus of our teaching.
• Each child is provided with an individual learning plan, in consultation between parents and staff.
• Foundation skills in social communication, emotional intelligence, and language are an emphasis alongside academic skills.
• Small classes of 8 students – with two teachers and an aide.
• School-wide support by expert therapists and a psychologist.
• Individualised transition program for children to move on to their local neighbourhood school.
• Ongoing outreach supports.

As part of our school’s mission, WAS is actively involved in research and training. It has a registered training provider The Autism Teaching Institute (ATI) which provides post graduate qualifications to educators working with students with ASD.

Further information about WAS and its branches is available at:

www.westernautisticschool.vic.edu.au

www.autismteachinginstitute.org.au

www.autismprac.org.au