|Location:||Officer Specialist School|
|Department:||Officer Specialist School|
|Role Type:||Teacher Aide|
|Ongoing/Fixed Term:||Fixed Term|
|Classification:||Ed Support Level 1-Range 2|
|Contact Name:||Helene Rowe|
Officer Specialist School is a purpose-built facility servicing the needs of students aged between 5-18, with mild to severe intellectual and associated disabilities in the shires of Cardinia and Casey; two of the fastest growing municipalities in Melbourne. The school opened in 2014 and the student population has increased rapidly each year, requiring the recruitment of new staff and additions to our buildings and facilities.
There are two departments at the school, Primary and Secondary, and these include classrooms, visual and performance arts spaces, food technology kitchens for both departments (including the student run Shivering Chicken Café), multipurpose spaces and extensive therapy spaces.
Areas for social gathering are also featured. With continued growth we now have a number of modular buildings including a Performing Arts Hub, Sensory Motor Room, Sustainability Hub and an Out of School Hours Pilot Program. The school has just opened two newly established sensory playgrounds.
School staff work in transdisciplinary teams that include teaching staff, allied health practitioners and education support staff to cater for the diverse range of student abilities and needs. Our teaming approach also provides opportunities for staff to learn from one another and share expertise.
Officer Specialist School aims to create reflective and independent learners for life through a learning community that provides a challenging and secure environment responsive to individual learning needs.
We believe that effective learning occurs when outstanding and innovative teaching staff provide a variety of tasks that actively engage students who are encouraged to take responsibility for their own learning.
The expectation is that students will be successful and enthusiastic learners capable of building positive relationships.
Officer Specialist School believes that every child can and will learn in an environment of dignity and respect. It is the role of the school and its community to build on a child's strengths and talents to ensure that each child reaches their full potential.
The school community has a commitment to ensuring that our students are offered a high quality education enhanced by a caring and supportive environment. Parents and members of the community at large are welcomed to the school and encouraged to participate in a range of activities and programs, including a very active Parents and Friends Association.
Much emphasis is placed on educational opportunities, inviting the community to be involved to a greater extent in the school, and establishing the school as a focal point of the community. We value our family friendly culture.
School values: Safe, Respectful, Friendly, Responsible
SC1. Demonstrated capacity to undertake routine and specialised teacher assistant support tasks across a range of work areas within a Special School environment.
SC2. Demonstrated capacity to work co-operatively and communicate effectively within a team environment with a wide range of individuals including teachers, other support staff, therapists, parents and students.
SC3. Demonstrated understanding of the principles of effective behaviour management for students with an intellectual disability who might exhibit severe challenging behaviours.
SC4. Demonstrated experience and or willingness to give physical assistance with personal care/self-care responsibilities.
SC5. Demonstrated understanding of intellectual disability and its impact on learning.
Attendance during the school vacation period is not required for this position.Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy.
This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.
Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.
Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.
Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated 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.
Performs 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 laboratories would be typical examples.
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.
The responsibilities of this position will be:
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.