Ed Support Level 1-Range 2

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:

Please note: Hours are negotiable for this position.

Support for parents and the community:

-              Start and end of day front of school to greet and be available for parents

-              Foster links between families and school by encouraging parents to take part in school events and activities

-              Link with MHWL / Family Support Coordinator / NDIS Navigator

-              Be an active member on the Community Engagement team meetings

-              Attend school tours for potential new enrolments to interpret

-              Assist EAL families with enrolment forms, including access to school uniform

-              Assist with information sessions such as Compass

-              Attend parent morning teas

-              Support EAL parents with parent surveys and various forms as needed

-              Prepare simple written information for parents, such as Compass posts, notices, newsletter articles and in student communication books

-              Explain school policies to EAL parents

-              Promote cultural diversity and inclusion at Croydon SDS, eg. Share updates with school council

Support for students and teachers:

-              Assist teachers to communicate with parents and other family members

-              Assist individual EAL students or groups of students to engage with activities provided by the classroom teacher, (primary initially) ¿ to explain concepts or instructions in the learners first language

-              Attend SSG meetings and other meetings to support and interpret for parents and students

-              Contribute cultural perspectives to curriculum content to make it relevant for our learners, working with Curriculum leading teacher

-              Assist with activities and excursions

-              Provide teachers with insights into students¿ cultural backgrounds and experiences

-              Work with Allied Health staff to develop visual support with translations for student communication and learning

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

Location Profile

Croydon Special Developmental School is a school for students with moderate to severe intellectual disabilities.

Our vision is for all students to be given every opportunity to reach their full potential and be encouraged to develop maximum independence according to their ability.  The learning experiences and needs of students are central to all decision making.  A positive self image is crucial to the learning process and is nurtured ensuring each student experiences success. We are implementing Positive Education and the School Wide Positive Behaviour Support framework. Our school values are care, share, do your best and be safe.

 Students are aged between 4.8 and 18 years and are grouped in classes according to age and student needs.  Individual Education Programs are provided for all students in the school by a multi-disciplinary team including parents/care givers, teachers and education support staff, including allied health staff.  The school has four sections - Early Education, Junior, Primary, Secondary and Transition.