Classroom Support - Officer Specialist School

Job ID: 1222927

Location Profile

OFFICER SPECIALIST SCHOOL PROFILE

Officer Specialist School is a new 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 is built to cater for 272 students, and is fast approaching this number. There are 27 classrooms, visual and performance arts spaces, food technology (including the student run Shivering Chicken Café), multipurpose and withdrawal spaces and extensive therapy spaces. Areas for social gathering are also featured. With the expected growth, however, there is a likely need for these areas and spaces to be increased.
It is expected that teaching staff will work in teams that include therapists and assistants and be prepared to work with a diverse range of students.
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, irrespective of their disability, 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 aims to develop students who are able to contribute to, and participate in all aspects of community life in a positive way. Students will develop a wide range of skills to enable them to live enviable lives as independently as possible.
The schools mission is to create reflective and independent learners for life through a learning community that provides a challenging and secure environment responsive to individual learning needs. The expectation is that students will be successful and enthusiastic learners capable of building positive relationships.
Officer Specialist School and wider community has engaged in a comprehensive consultative conversation, to clarify its shared vision for education, appropriate for preparing students with additional learning needs for the future.
The outcomes of the consultative process are encapsulated within five key areas describing our vision:

1. Community
2. Values
3. Environment
4. Learning
5. Technology

Key underpinnings to each of these areas of our vision for the future include:

1. Community
Our school will be a family friendly centre of the community. It will be inclusive, valuing the diversity of community members. All members will share responsibility for the development of an inspired, educational community of independent citizens. There will be connections, service to and support from the wider community.

2. Values

We place importance on the need to be:

• Respectful, welcoming and supportive of all community members
• Open to facing the future with courage and aspiring to an enviable future for all students
• Prepared to celebrate success

3. Environment

Learning will be maximised within a safe environment, where students feel both motivated and empowered as they strive to be the best they can be. Environmental awareness will be promoted across the school community, fostering respect for personal and communal property and our environment

4. Learning

Lifelong learning will be fostered for all members of the school community. It will be both collaborative and independent, following individual pathways to the future. Diverse learning styles, interests and abilities will be catered for through flexible teaching styles. Learning will be through participation in engaging, meaningful curriculum incorporating both broad curriculum and relevant life skills. It will promote creative thinking and problem solving and participation.

5. Technology

Technology plays an important role in accessing the curriculum for students with additional learning needs. Augmentative communication devices, switches and individually tailored computer programs provide support for student learning.

PEDAGOGICAL PRINCIPLES

Pedagogical principles identified to support achievement of our vision are:

The child is at the centre of all learning

• High expectations are held for and by the learning community and all members within it.
• Engagement will be facilitated through promoting thinking, active inquiry and relevant learning.
• Diverse learning styles will be catered for and supported through use of a wide range of teaching strategies and learning technologies
• Relationships are the key foundation to developing effective engagement with all members of the community.
• Interpersonal relationships and collaboration will be fostered within the school community.

The school philosophy will be enacted through the following structures:

• Community consultation, newsletters and forums
• Staff professional development and induction processes
• Ongoing curriculum development
• Parent and family support structures

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.

Selection Criteria

• SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
• SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
• SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
• SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
• SC5 A commitment to professional learning and growth.
• SC6 An understanding of intellectual disability and its impact on learning.
• SC7 An understanding of, and capacity to manage challenging behaviour, across a diverse range of age and disability.

Role

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

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.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

Responsibilities

• Assist students on an individual or group basis in specific learning areas.
• Assist with the communication between students and teachers, particularly the interpretation of instructions.
• Provide basic physical and emotional care for students.
• Participate in team meetings.
• Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
• Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
• Assist in the preparation of student resources and equipment.
• Prepare basic curriculum support resources.
• Set up and put away equipment and materials in support of teaching programs.
• Observe students and draw the attention of the teacher to them where necessary.
• Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
• Assist with communication between teachers and non-English speaking parents/students.
• Assist in the translation of documents.
• Assist students with the preparation and service of meals.
• Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
• Assist in the preparation of equipment and purchasing of materials and supplies as required.

Responsibilities

• Assist in the exchange of information between the community and the school.
• Assist with the liaison and communication between parents, teachers, other staff and members of the wider school community.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.