Wellbeing Suppport

Government schools; City of Melbourne; Presencial; AUD 55 000 - 75 000; Tempo integral

Resumo da oferta

Vermont South Special School in Melbourne is seeking an Education Support Class member to assist with student routines and wellbeing under supervision. You will support teachers and work with students in a well-supported educational environment.

You will also assist students with mild intellectual disability and challenging behaviours, applying school policies and collaborating with education support staff to implement educational programs and student outcomes.

Qualificações

• Experience supporting students with mild intellectual disability and challenging behaviours.
• Understanding of School Wide Positive Behaviour Supports for Tier 2 and 3.
• Ability to coordinate education support staff under supervision.
• Ability to communicate effectively with school community.
• Commitment to professional learning and growth.

Responsabilidades

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students
• Communicating with students to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting
• Provides basic support and supervision for individuals or groups of up to 4 students
• Supports teachers in the coordination of educational programs, rostering and organising the work of aides
• Provides medical intervention support to a student under training and guidance
• Provides specialised communication support for AUSLAN and braille

Conhecimentos

Communication

Cooperation

Professional learning

Descrição da oferta de emprego

SC1 Capacity to undertake routine support task across a range of functions in one or more work areas within a school environment supporting all students and their wellbeing.

SC2Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 A commitment to professional learning & growth.

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

SC5 Capacity to work with students with a mild intellectual disability and experience in working with students with challenging behaviours. An understanding of School Wide Positive Behaviour Supports to provide Tier2 and Tier 3 support to students.

Selection Criteria

SC1 Capacity to undertake routine support task across a range of functions in one or more work areas within a school environment supporting all students and their wellbeing.

SC2Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 A commitment to professional learning & growth.

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

SC5 Capacity to work with students with a mild intellectual disability and experience in working with students with challenging behaviours. An understanding of School Wide Positive Behaviour Supports to provide Tier2 and Tier 3 support to students.

Role

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, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

Responsibilities may include:

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

Who May Apply

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

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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

Other Information

• 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

Location Profile

Vermont South Special School is a centre of excellence located in the eastern suburbs of Melbourne. The school is a primary specialist setting for students with an intellectual disability (Full Scale IQ between 50 - 70) with many students also exhibiting other diagnosed disabilities and medical conditions. Our students come from seven local government areas and are transported to school by bus.

Our vision at Vermont South Special School is to empower students to reach their personal best and it is our mission to provide students with the best possible foundation in life through a well-rounded education. Our core values are learning, respect, responsibility, and resilience.

The school currently has an enrolment of 145 students. The school had 69 staff members consisting of 2 Principal class, 28 teachers (FTE 23.48) and 39 Educational Support Staff (FTE 30.22).

At Vermont South Special School, students learn in a calm, supportive and inclusive environment. We follow the Victorian Curriculum 2.0 and use an evidence-based teaching model, where students are guided through the learning process. Students are provided with explicit instruction and opportunities to work both collaboratively and independently. Our students learn best through visuals, hands on materials and specific feedback. Students¿ interests are incorporated in their learning, and they are encouraged to reflect on and articulate their thinking. All students have an Individual Education Plan. Interactive goals enable students to track their progress and feel a sense of empowerment and achievement. Literacy and numeracy skills are a priority and are developed through targeted small group teaching at each student¿s point of need. Students also enjoy a range of specialist subjects; Science, Library, Performing Arts, Visual Arts, Physical Education and the Healthy Kitchen Garden Program.

Our occupational therapist, physiotherapist, speech pathologists, nurses and 4 Wellbeing Support staff also supported students¿ additional needs.

At VSSS we take every opportunity to celebrate and foster a love of learning.