Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1546992
KSC 1 Ability to drive and manoeuvre Sunbury and Macedon Ranges Specialist School vehilces to the competency levels and standards by laws, government regulations and school procedures.
KSC 2 Ability to communicate with a diverse range of people, solve problems, and work in a team environment.
KSC 3 Strong time management skills and ability to meet transport timetables without compromising safety.
KSC 4 Ability to sit for protracted periods.
KSC 5 Hold a Manual Light Rigid licence and appropriate driver accreditation required as outlined with Safe Transport Victoria along with a current employee Working with Children Clearance.
KSC 6 Demonstrated commitment and experience in Special Education and needs of students.
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:
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.
Bus drivers drive to and from the school, in the morning from the first pick-up point to the last and in the afternoon from the school to the final drop-off point within an agreed timeframe and on an agreed route. Drivers focus on driving the bus and the operation of accessibility equipment to aid the safe loading and unloading of passengers.
Drivers have a role in the safety and supervision of students while on board and departing from school buses.
Driver punctuality is vital for an efficient school bus service.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 [email protected]
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.
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
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
Sunbury and Macedon Ranges Specialist School
Sunbury and Macedon Ranges Specialist School (SMRSS) is a dual-campus P¿12 specialist school providing an inclusive, supportive and engaging learning environment for students with mild, moderate or profound intellectual disability. The school recognises that each student has unique strengths, interests and learning needs, with a number of students also presenting with additional needs including Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), behavioural challenges, mobility considerations and complex medical needs.
SMRSS is committed to providing high-quality, evidence-based educational practices that support student engagement, communication, wellbeing and independence. School-wide approaches include School-Wide Positive Behaviour Support (SWPBS), Augmentative and Alternative Communication (AAC) and Zones of Regulation, which provide consistent frameworks to support students across learning and social environments.
Teaching and Learning
SMRSS has a well-established curriculum, supported by developed scope and sequences aligned with the Victorian Curriculum and Victorian Pathways Certificate (VPC). Teaching and learning programs are designed to respond to the individual strengths, interests and needs of each student, with a strong focus on functional learning, communication, wellbeing, independence and preparation for life beyond school.
Students are supported by a highly skilled multidisciplinary team that includes classroom teachers, learning specialists, leading teachers, allied health professionals, careers staff and wellbeing staff. This collaborative approach ensures that students receive targeted support across academic, social, emotional, communication, behavioural and vocational domains.
Each student has an Individual Education Plan (IEP) developed through assessment and in consultation with families as part of the Student Support Group (SSG) process. This collaborative planning ensures that individual learning goals are meaningful, achievable and responsive to each student's needs, aspirations and future pathways.
Co-Curricular and Enrichment Opportunities
SMRSS prides itself on providing students with rich and varied opportunities to develop their skills, interests, confidence and independence beyond the classroom. These opportunities include: