Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Gippsland - Baw Baw
Reference: 1497487
Baringa School is committed to excellence in Special Education. We aim to provide an innovative, caring and stimulating environment where learning is relevant and purposeful and where students develop a sense of belonging through mutual respect and cooperation. Our school motto is ¿Learning, Caring, Achieving¿.
Baringa School is located in Moe, which is in the Latrobe Valley. The school provides a comprehensive educational program for students who have an intellectual disability aged from 5 to 18 years of age. Current enrolment is 165.
The student population is drawn from a wide geographical area incorporating Trafalgar through to Traralgon.
GUIDING PRINCIPLES
Baringa School community sees the provision of a safe, caring and positive learning environment as its most important goal. The environment aims to support students as they strive to develop social, emotional, communication and educational skills that will lead to independence. School community commitment to providing a curriculum that challenges student learning through achievement and success is strong.
CURRICULUM
The curriculum at Baringa is based on the Victorian curriculum and covers English, Mathematics, Personal & Social Development, Health & Physical Education, Independent Living Skills, Art, Technology and Communication. A number of enrichment programs are also offered including Outdoor Education, Camps, Advance (a community volunteer program) vocational training including Work Experience and Pre work skills, and travel training.
The school operates in Units of Lower Primary (ages 5 ¿ 9), Upper Primary (ages 9 ¿ 12), Secondary (ages 12 -16) and a Senior Learning Centre (SLC) for students over 16 which provides a range of options including preparation for post school pathways and independent living skills.
Our Assistant Principal in Student Wellbeing leads a student support services team, which includes a Psychologist, a Primary Welfare Officer and three Speech Pathologists. This team provides welfare support to all students across the school.
Baringa School is committed to the implementation of a whole school approach to Positive Behaviour Intervention and Support (PBIS) for student engagement and learning. Staff understand that behaviour is a learned skill, and that prosocial behaviour can be taught through explicit teaching and positive recognition. Teaching expected behaviours is a shared responsibility and requires a combined effort by all staff to ensure our students are Safe, Respectful Learners.
Individual student needs determine the curriculum focus for each student. Parents and professionals identify these collaboratively during Support Group meetings. When collated, these needs drive the curriculum provided for students. Through this process, Individual Learning Plans and personal goals for students are established. Many students present with challenging behaviour and require individual behaviour plans and modified or negotiated programming to ensure successful participation at school.
To help all our students to continue to build and develop their literacy skills, a new research-based literacy program called InitiaLit has been introduced across our school curriculum. InitiaLit addresses reading, spelling and writing by explicitly teaching the relationship between sounds and letters which builds knowledge and understanding of word structure, providing students with a reliable set of skills and strategies to use when reading and writing words.
FUTURE PLANS
Baringa School has a continuing commitment to work together to improve all school environments. The concept of promoting positive student behaviour through positive programming continues to be an important underpinning program to support students in all areas of learning.
Curriculum priorities focus on student achievement and engagement through the extension of literacy and numeracy across the school, extension of information technology to support learning, and further training in improving teaching and learning across the school, with a particular emphasis on explicit teaching and differentiated learning.
Ensuring that staff have strong capabilities in relation to working in a special education setting will continue to be an important focus for professional learning, particularly as experienced and Special Education qualified staff retire, and new staff come into the school. Knowledge and understanding of the principles underpinning School Wide Positive Behaviour Support and Understanding Poverty are important aspects of our culture and beliefs in relation to student wellbeing and engagement.
SC1 Demonstrated ability to work collaboratively with teaching teams, therapy teams and care givers to design programs that extend a students functional communication in a range of contexts.
SC2 Demonstrated experience in planning and implementing evidence-based individual, small group and whole class intervention strategies for children with a range of complex speech, language and learning needs, applying sound theoretical knowledge and practical experience.
SC3 Demonstrated ability to develop, implement and evaluate the effectiveness of speech pathology practice within a school to support complex student learning needs.
SC4 Demonstrated ability to lead professional learning that builds the capacity of others involved in the support of children with complex learning needs, including student/graduate speech pathologists, teachers, wellbeing staff, and education support staff.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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 include:
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