Ed Support Level 1-Range 2 Deaf Facility

Location Profile

The Bendigo Deaf Facility is the regional facility for deaf students from Prep to Year 12.  Kennington Primary School is the host school for the Bendigo Deaf Facility with students at three schools: Kennington Primary School Prep ¿ Grade 6; Bendigo South East College Year 7 - Year 10; Bendigo Senior Secondary College Year 11 - Year 12/VCE/VCAL/VET.  Since we are a P-12 Facility, students and families benefit from continuity of management from Prep to Year 12.  Staff deployment is fluid across the three host schools.

Enrolment within the Facility can fluctuate typically between 15 and 20 students.  The Facility is committed to providing each student with the highest possible quality of education by effectively using the resources available.

 Deaf primary students work alongside hearing peers with support as needed from Teachers of the Deaf, Classroom Teachers, and an Educational Assistant.  Deaf students, when referred, also have access to speech sessions delivered by a Speech Pathologist.  Australian Hearing support students and staff.

Deaf secondary students work alongside hearing peers with support as needed from Teachers of the Deaf, Classroom Teachers, Educational Interpreters and/or Notetakers.   

The Bendigo Deaf Facility has a bilingual/bicultural approach to deaf education while respecting the communication needs of individuals.  The two languages of study are English and Auslan.

Auslan is offered as a LOTE at two of the three host schools.  Hearing students who study Auslan sign to vary degrees of competency.  This provides a community of Auslan language users for deaf students.  Kennington Primary School provides learn to sign, Auslan community classes to its immediate and wider community.

The Bendigo Deaf Facility links with the Deaf Community and other service providers such as Deaf Children Australia and Vicdeaf.  Annual events such as Primary Deaf Sports Day, Fun Days with neighbouring Deaf Facilities are some of the activities students, staff and families enthusiastically participate in.

Selection Criteria

SC1: Ability to provide Auslan and communication support to students and staff to help students access learning.

SC2: Ability to work well in a team to support students with hearing impairments.

SC3: Ability to communicate effectively with students, teachers, and colleagues, including interpreting into Auslan.

SC4: Knowledge and skills in Deaf education, Auslan, and supporting students with hearing impairments.

SC5: Ability to give advice and support to staff about communication, inclusion, and student learning, and a commitment to professional learning.

Role

This position is Monday - Friday 8:45am - 3:15pm

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

• Key Responsibilities for this role

• Specialised Communication Support

  • Provide Auslan communication support to students and staff to facilitate access to curriculum and school activities.

  • Support students in the classroom by interpreting teacher instructions and learning materials into Auslan, ensuring students fully access classroom content.

  • Assist students who use oral language or are non-speaking to participate meaningfully in learning and social interactions.

• Direct Student Support

  • Work one-on-one or in small groups with students who are Deaf or Hard of Hearing, tailoring communication and learning strategies to individual needs.

  • Support students¿ communication development during classroom activities, group work, and yard duties, fostering skill growth in both Auslan and oral communication depending on the individual student.

  • Assist students to build independence and confidence in self-advocacy and communication in various settings.

• Team Collaboration

  • Work as part of a multidisciplinary team, including teachers, allied health staff, and other education support personnel, to deliver inclusive educational programs for students with Hearing Impairments.

  • Contribute to the implementation of differentiated learning strategies that meet individual student needs.

  • Share knowledge and strategies with colleagues to increase the Auslan skills of staff and students, promoting a communicative and inclusive school environment.

• Yard and Whole-School Support

  • Provide supervision and communication support to students during breaks and school activities, ensuring safety, inclusion, and engagement.

  • Promote opportunities for students and staff to develop their Auslan skills outside the classroom.

• Professional Responsibilities

  • Undertake other duties as required by the line manager or principal, consistent with role and skills.

  • Participate in professional learning and training to maintain and enhance knowledge of Deaf education, communication strategies, and inclusive practices.

Maintain confidentiality, professionalism, and a positive, respectful relationship with students, staff, and families

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

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx