Special School Teacher Aide

Overview Department of Education Victoria – Cobram VIC Cobram and District Specialist School was established in 1978 in Cobram, located on the Murray River, 280 kilometres from Melbourne. The school’s vision is to provide positive learning experiences, which allow students to achieve their optimum level of academic, social, emotional and physical independence. The school aims to ensure that its values of Respect, Safety and Try Your Best underpin all activity. The school has implemented a whole-school approach to Behaviour Management through Positive Behaviour Support. Sixty four students are enrolled at the school. Students are assessed by a psychologist and diagnosed with an Intellectual Disability. The curriculum is based on the Victorian Curriculum and Victorian Pathways Curriculum with individual education plan (IEP) goals addressing student needs and teaching independent living skills. The school offers additional learning experiences including speech therapy, occupational therapy, excursions, camps, and community/environmental projects. Students are organized into nine classrooms with resources and facilities shared with local schools, service organisations and health experts as needed. The school has connections with Banmira School, Belvoir and Wangaratta Specialist schools, and participates in interschool sports throughout the year. Facilities include an art room, ALERT room, multipurpose facility with a separate kitchen. ICT access is available for students, with one-on-one access for middle and senior years. External facilities include playground equipment and an asphalt open play area. The school is adjacent to Cobram Primary School, with use of the oval and playground for senior students. New administration offices, planning room, meeting room, staff room and classroom are available. A speech pathologist visits the school once a fortnight and a physiotherapist once a term. A Mental Health Practitioner is available two days per week and also fulfils an occupational therapy role. The school employs a Disability Inclusion Co-ordinator and a Welfare/Transitions Officer who is also a NDIS Navigator. The School Council oversees governance and ensures resources and facilities for quality educational programs. The senior unit is divided into VPC/VET and Independent Living Skills (SPEC). Role An education support class position at this range will perform tasks 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. The role supports educational services being provided to students but must not include duties of a teacher as defined by the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students may be required individually or in groups up to 4 in controlled circumstances with responsibility remaining with a teacher. Certification and/or qualifications of up to three years may be required at this level (note 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 involving accountability for a single function or the coordination 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 coordinating the support function. Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles with required qualifications and/or training. Some roles may require further training from time to time. The role is for a specific purpose with direct accountability. Technical tasks requiring knowledge of basic technical/scientific principles used to develop and adapt work methods with clear guidelines and limited options. Routine technical support in libraries, science, and IT are typical examples. An education support class position commencing at the base will initially undertake routine tasks under close supervision and direction. With experience, some tasks may be performed independently, including coordination, specialised student/teacher support tasks, or technical tasks as appropriate. 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 safe, respectful and inclusive workplaces are 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 the contact email provided. Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if successful, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to operational requirements. 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 legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar. Additional resources: DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees. Information on department values is available at: 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 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 terms and conditions of employment is available on the Department's Human Resources website at #J-18808-Ljbffr