Auslan Integration Aide

Location Profile

Wangaratta is a Rural City located just two and a half hours north of Melbourne along the Hume Freeway, with Canberra a similar distance to the north. The vibrant CBD has daily rail services between Melbourne and Sydney stopping at Wangaratta Station. 

Wangaratta services the surrounding agricultural area and provides strong recreational, commercial, educational, tourism and health facilities. There are more than 30,000 people living in the Rural City of Wangaratta, approximately 18,800 of whom live in the town. Wangaratta is surrounded by historic and beautiful townships and villages where our students come from, such as Boorhaman, Cheshunt, Eldorado, Everton, Glenrowan, Oxley, Milawa, Moyhu, Peechelba, Springhurst, Tarrawingee, Whitfield and Whorouly. Students also come from as far as Yarrawonga, Corowa and Benalla. 

Wangaratta is in the epicentre of all that is wonderful about North East Victoria¿fine food and wine; world-class sporting facilities in every discipline; and the best skiing in Victoria at Mount Hotham, Mount Buller and Falls Creek. In every direction are stunning rivers, mountains and camping opportunities. See www.livewangaratta.com.au for more. 

Our School 

Wangaratta High School (WHS) was established in 1909. This began a tradition of encouraging and supporting each student to be their best¿to develop intellectually and socially, reach their full potential, and in doing so give back to their local community. 

WHS is the only public secondary school in Wangaratta and has a significant focus on supporting students to achieve their own individual pathway programs. The school attracts students from surrounding areas for its Academic, Arts, Technology and Performing Arts programs. WHS has extensive modern teaching facilities, a performing arts centre, sports centre, sports fields and courts, and world-class digital technology throughout. 

A comprehensive and well-resourced wellbeing program is in place, and our students and families often report on the level of care provided by staff across all areas of the school¿we see wellbeing as everyone¿s work. Our dedicated Wellbeing Centre is home to our Wellbeing Coordinator, Counsellors, Mental Health Practitioner and School Nurse. It is a welcoming space for all students. 

Notable Alumni include: 

Darcy Vescio, AFLW footballer 

Jenny Macklin, MP 

Mette-Marit, Crown Princess of Norway 

Nick Cave, Musician 

Nick Morris, Paralympian and recipient of the Medal of the Order of Australia 

The vision for Wangaratta High School is to empower all students to grow academically, socially and emotionally. An outstanding learning environment built on high expectations for success enables all students, with support, to experience quality teaching within a positive climate for learning. Our graduates are independent, lifelong learners who are equipped to make a positive impact on the world around them. We are proud of the variety of pathways they pursue post-secondary school. 

In 2022 the school had an enrolment of 650 students, and this is expected to continue to grow. 

Throughout all stages of schooling at Wangaratta High School we aim to develop learners who strive to: 

Achieve their Personal Best 

Be Ready to Learn 

Be Respectful 

Be Safe 

To achieve this goal, we offer quality teaching and learning programs delivered by highly skilled, innovative and enthusiastic professionals. 

Our contemporary buildings and grounds provide a stimulating learning environment where students are able to maximise their potential. 

Our Year 7 to 9 programs build strong foundations for future success. We emphasise core literacy and numeracy skills across all subjects, and students access Italian as their language study. As they progress, students have increasing opportunities to refine their own pathways through a broad range of electives. 

Over the past decade, significant research has been conducted into engaging Year 9 students and preparing them for the demands of their final years of school. Wangaratta High School has responded to this research, alongside our school data, to develop a Year 9-specific program centred on developing the academic, creative, physical and emotional aspects of our students. Our flagship Community Leadership Challenge (CLC) program is an engaging, inquiry-based learning experience that fosters greater independence and reignites a passion for learning. 

Ensuring our Year 7 students feel happy, secure and confident with a strong sense of belonging is a priority for all staff at Wangaratta High School. A multi-day transition program before the commencement of Year 7 sets students up for success. We are pleased with how quickly our Year 7s develop a sense of ownership and pride in their environment and a strong sense of belonging within their cohort and classes. 

The Select Entry Accelerated Learning (SEAL) Program is an innovative program for highly able students that has been running successfully at Wangaratta High School for more than a decade. The program has attracted some of the brightest regional students, who move through a section of the Year 7¿9 curriculum at a faster pace in a separate class group. The Department of Education and Training introduced the SEAL Program into selected Victorian schools to meet the needs of gifted and high-achieving students. SEAL Academy schools provide quality and leading-edge programs to gifted and talented students. The SEAL program is well embedded at Wangaratta High School and is a key part of the school¿s DNA. 

As students transition into later years (Years 10¿12) the opportunities to refine their pathways expand. Students are provided with a diverse range of subjects across VCE, VET and VCAL. Year 10 students are encouraged to undertake VCE/VET units to help prepare them for the rigours of a full VCE/VET program the following year. 

Our Executive Principal 

Our Executive Principal is Dave Armstrong B.A, Dip Ed, MBA, GAICD, MACEL, Vincent Fairfax Fellow. He has worked across the independent, public and international education sectors in Victoria, NSW and the NT, all in regional schools. He was most recently the Principal of Port Vila International School in Vanuatu. He is a passionate educational leader, driven to make a difference in the lives of others, with a strong background in school leadership, experiential and outdoor education, business education and wellbeing. 

Selection Criteria

SC1  Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2  Demonstrated capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4  Possess the technical knowledge and expertise relevant to the position.

SC5  Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6  A commitment to professional learning and growth for both self and others.

Role

[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.

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 (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 marrung@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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Conditions of Employment

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.