Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Barwon South West - Greater Geelong
Reference: 1528354
Hamlyn Views School is a Special Developmental School for students from Foundation to Year 12, located in Hamlyn Heights, Geelong. Our students have a diagnosed moderate to severe intellectual disability, with many also presenting with additional needs, including a significant proportion on the autism spectrum.
At Hamlyn Views, students are at the centre of everything we do. We provide a safe, inclusive and flexible learning environment that recognises each student¿s strengths, abilities and individuality, and supports them to engage, grow and succeed.
Our teachers, education support staff and allied health professionals work collaboratively to deliver high-quality, evidence-informed teaching and learning programs that promote independence, wellbeing and meaningful life skills. We hold high expectations for all learners and design learning experiences that enable students to reach their full potential and participate actively in their community.
Our vision is to be an outstanding provider of inclusive education that promotes individuality, fosters innovation and sets high expectations for all. Our core values of Learning, Safety and Respect underpin everything we do and align with our School-Wide Positive Behaviour Support approach.
Hamlyn Views School is committed to Respectful Relationships, Safe Schools and maintaining a zero-tolerance approach to child abuse, racism and discrimination. We actively foster a culture of inclusion, diversity, gender equality and safety for students, staff and families.Top of Form
SC 1: Specialist knowledge and expertise in Physiotherapy to provide a comprehensive physiotherapy service that optimises the physical and mobility functioning of students with a moderate and profound disability 5 to 18 years.
SC 2: Demonstrated capacity to provide consultation, assessment and intervention recommendations for students with physical and mobility difficulties, and to support and guide Teachers, Education Support Staff and Allied Health Assistant, in the implementation of contemporary therapeutic strategies and approaches.
SC 3: Demonstrated exemplary interpersonal and teamwork skills to relate effectively to students with disabilities and collaborate within a multi-disciplinary Allied Health and Wellbeing Support Team to devise and deliver intervention services for students in a special developmental school setting.
SC 4: Demonstrated sound written and verbal communication skills to engage successfully with other Allied Health Professionals, Principal Class members, Teachers, Education Support Staff, Wellbeing Personnel, External Providers and Families to support the integration of appropriate intervention strategies and programs that promote quality learning outcomes for all students with disabilities.
SC 5: Demonstrated commitment to own clinical supervision, professional learning and growth for self and others, as well as, an adherence to Department of Education and Training values.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
Support the provision of evidence for Disability Inclusion Profile.
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