Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Inner South East suburbs
Reference: 1488460
Ashwood School is a coeducational specialist school for 137 primary and secondary aged students and aspires to be a centre of excellence and a school of first choice in the field of special education. Our purpose is to develop independent learners who achieve their maximum learning outcomes through the delivery of a focused and engaging curriculum that enables students to achieve their potential. Students at Ashwood are assessed as having a diagnosis of a mild intellectual disability and come from a wide geographical area including the municipalities of Monash, Boroondara, Manningham, Stonnington, Whitehorse, Glen Eira and Bayside. The school provides a supportive yet challenging environment that equips students with mild intellectual disabilities with the skills and knowledge to become valued members of the community. Students are grouped into three departments: Primary, Secondary and Senior Secondary (STEP). Individual Education Plans engage students to achieve their personal best concentrating on building academic, social, communication, independence and employability skills to ensure a successful post school life.
The school has a strong focus on student voice and agency. Students are encouraged to voice their opinions and ideas in class, department meetings, school assemblies, community events and educational forums. Our student leadership program begins in the Primary Department as students voice their choices of educational activities, assist as classroom monitors and as Department Captains. In the Secondary Department students are leaders for the Duke of Edinburgh program, Visual Arts House leaders, and leaders for Bike Education and Technology programs. In the Student Transition Education Program (STEP) Department, students take on leadership roles in the areas of Performing Arts, Sports, the Student Representative Council and the Student Environment Committee. Student representatives from each class across the school form the committees and meet regularly. Our four School Captains have a pivotal role in leading school assemblies and encouraging student voice and participation in school led activities. Student leaders work with staff in the planning and implementation of events. Ashwood students have made suggestions and led change in a variety of curriculum areas and programs including the GO program, RIPOR Days, Student Wellbeing Week and celebrated cultural and community days. Ashwood student leaders support each other to have a valued voice in their school life.
All students at Ashwood School work hard to follow the school values: Respect, Integrity, Passion, Optimism and Responsibility - RIPOR and the RIPOR expectations: Be a Learner, Be Safe and Be Responsible. The teaching and learning programs for every student have a focus of learning embedding the school values into their day to day lives. Our students show `Respect¿ when they care for and are considerate to others, their environment and themselves. They show `Integrity¿ when they are honest, trustworthy and fair. They show `Passion and Optimism¿ when they are confident, persistent, resilient and enthusiastic. They show `Responsibility¿ when they take charge of their actions and words and actively contribute to the school and wider community. Ashwood students benefit from the range and diversity of quality educational programs and the school maintains class sizes that reflect the learning needs of students.
Ashwood School promotes and presents a positive community image encouraging parent and community involvement and all new parents are matched with a parent buddy. The school benefits from a large staff who are highly experienced and qualified in Special Education. The teaching staff are supported by experienced teacher assistants. The school has 2 Principal Class, 32 Teachers and 22 Education Support Staff inclusive of part time staff. The performance and development goals of every staff member are aligned with the school¿s priorities, and we continue to prioritise investment in staff professional learning to enhance development in improving teacher capabilities and support staff to further their studies in the field of Special Education.
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
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.
Responsibilities may include:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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