Nurse

Key Selection Criteria KSC 1 Demonstrated knowledge and understanding of first aid management including asthma management, anaphylaxis, wound management, epilepsy and associated conditions. KSC 2 Demonstrated capacity to collate, update and maintain all student health information as required. KSC 3 Demonstrated ability to develop and write policies in accordance with DE guidelines. KSC 4 Demonstrated ability to liaise with students with a disability, parents, carers, doctors and other relevant external organisations. KSC 5 Demonstrated capacity to provide advice and support to leadership and staff. KSC 6 Demonstrated capacity to work as part of a collaborative interdisciplinary professional team and contribute significantly to the achievements of the team. Role The School Nurse plays a vital role in supporting the health and wellbeing of students across the school. This role provides high-quality first aid and medical care, supports the development and implementation of student medical plans, and ensures accurate documentation and communication with families and staff. The School Nurse contributes to a safe and responsive school environment, working collaboratively with the Allied Health team and school leaders. Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. Objectives will, generally, be clearly defined; guidelines will be broad and day‑to‑day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers. Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives. 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. Responsibilities Delivering high-quality first aid and emergency medical response. Managing student health information, Health Support Plans, and medication. Coordinating immunisation programs and supporting communicable disease management. Maintaining health records, policies, procedures, and compliance documentation. Liaising professionally with students, families, staff, and medical practitioners. Ensuring first aid resources and supplies are maintained across the school. Supporting staff training, including anaphylaxis and medical needs briefings. Assisting with camps, excursions, risk management, and student services processes. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Nursing qualification and registration (Registered Nurse or Enrolled Nurse) 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 (see Workplace 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: 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: Hours of Employment Monday to Friday 8:30 a.m. to 4:30 p.m. 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. Induction and support programs will be provided. Detailed information on all terms and conditions of employment is available on the Department's website at Education Support Staff Overview Are able to work with students who have mild, moderate and profound intellectual disabilities associated with physical, social, emotional, behavioural, multiple and sensory impairments. Are able to assist other staff members in a specific area of the school. These areas may be in Administration or Information Technology. Show a commitment to whole school life by participating in all school activities. What can you expect from our school? Our school has a strong focus on assisting our students to reach their full potential. We are committed to the development of our Education Support staff with professional development programs offered in relevant areas. You will be part of a vital, stimulating and challenging learning environment. The skills you bring to this environment will be accepted and used. Our school has a committed School Council and we share a good relationship with our broader school community. Preparing your application Applicants must hold a current type E Working with Children Check Card. In your application you must include both the name on your Working with Children Card and the actual card number. Your application should persuade us that you are the best person for this position. It does not need to be long but should help us to decide if you would fit easily into our school philosophy and learning and teaching team. If you are submitting hardcopies of your application, please provide the school with three copies of your application. Applicants must respond to the Key Selection Criteria for this position in their application. If you do not address the selection criteria you may not be offered an interview. You are also requested to name two confidential referees that we can contact for further information. Our selection process After the closing date, our Selection Panel will meet and consider the applications submitted by applicants. The Panel will shortlist applicants for interview, interviews will be conducted and referees contacted prior to a decision being made. During the interview you will be expected to present your current type E Working with Children Check card. The successful applicant completes a Validation of Personal Information declaration and a Pre‑Employment Health declaration. Conditions of Employment 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 Location Profile Ballarat Specialist School caters for students aged from 3 to 18 years who have a diagnosed intellectual disability ranging from mild to profound. Ballarat Specialist School is a dual‑campus K‑12 school organised around four stages of learning – Early Learning (Ages 3‑5), Primary School (Ages 5‑12), Middle School (Ages 12‑15) and Senior School (Ages 15‑18). Our Early Learning to Middle School students are accommodated at our main Gillies Street Campus. Our Senior School students are located at our 8.09 hectare FARM Campus in Norman Street. Our current enrolment is approximately 430 students. Our school's mission is "Achieving Personal Success Together". We strive to enable our students and staff to reach their full potential in a safe, stimulating and flexible learning environment. Our educational programs provide a balanced and personalised curriculum where student achievement is acknowledged and celebrated. Ballarat Specialist School provides an inclusive and rigorous learning program that challenges and engages students to grow as passionate learners. The school's teaching and learning programmes are underpinned by the Victorian Early Years Learning and Development Framework and The Victorian Pathways Certificate. A comprehensive curriculum, with a strong focus on Literacy and Numeracy, is embedded into curriculum maps for each of the mini‑schools within the school. Each curriculum map is designed to meet the learning needs of students at their individual stages of learning. This is supported by Individual Education Plans for all students. Communication is a keystone of all learning and curriculums within the school. The school's pedagogy reflects current research, and best practice is enacted to maximise student learning outcomes. Our teaching and learning programmes are anchored in a gradual release of responsibility model to enable our students to become independent and lifelong learners. Through Professional Learning Communities, Ballarat Specialist School Staff invest in the collective application of curriculum, assessment, shared learning, reflection and they engage in inquiry about student work. Our specialist programmes include: Science, Performing Arts, Visual Arts, Physical Education (PE) and Hospitality. The school also operates the Vintage Soul Op Shop and a café at our Gilles St and Norman street FARM campus. Through these enterprises, we can offer students pathways to future employment as these school‑based work areas and programmes are connected to the specific delivery of Certificate I in life skills and Certificate II Courses through local TAFE institutes. The courses conducted onsite are Kitchen Operations, Retail, Horticulture, Visual Arts, Sport & Recreation, Music Industry and Work skills. Our supermarket, Mini Woolies provides an onsite and real‑life supermarket experience for our primary and middle school students at Gillies Street. Individual Educational Plans (IEPs) are developed by the Student Support Group, which comprises parents and carers, outside agencies, and school staff. The IEPs are then implemented by school staff, including Classroom Staff, Education Assistants and supported by the Integrated Service Team. #J-18808-Ljbffr