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Location Northern School for Autism [Multiple Location Campus] MULTI-CAMPUS SCHOOL - VACANCY IS NON SPECIFIC TO A CAMPUS NSA School Vision "Learning for Life" Northern School for Autism strives to be a centre of excellence. Students are supported towards developing their personal and educational potential, so as to be valued contributors to family and community life. School Overview Northern School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism ranging in age from 5 to 18 years. The school was established in 2006 and currently operates across two campuses located in Reservoir and Lalor. Reservoir is an Early and Middle Years campus; Lalor is a Later Years campus. The school also coordinates a satellite program at Norris Bank Primary School. Class-groups generally comprise of six to ten students of similar chronological age. Teachers, teacher aides and therapists (speech pathologists and occupational therapists) work in teams of two or three in each classroom, supported by specialist teachers (PE, Art and Music) as well as a team of leading teachers. School Structure The school is divided into sub-schools according to the stages of schooling (ages approximate): - Early Years 5 - 8 years. - Middle Years 9 - 14 years. - Later Years 15 - 18 years. Pedagogical Philosophy The community of Northern School for Autism believes that to succeed in the world, students need to develop the capacity to: - Manage themselves as individuals in relation to others. - Understand the world in which they live. - Act effectively in that world. Teaching and Learning Northern School for Autism implements a teaching approach that builds on individual student's strengths and skills. The educational programs accommodate the particular impairments associated with autism; teaching and learning programs centre upon developing student's interpersonal/personal skills, communication skills and executive functioning. Emphasis is placed on promoting social skills, assisting students develop their imagination and play skills, as well as supporting students learn to manage and self-regulate their emotions and behaviour. Programs are designed to accommodate individual student's needs and interests. Teachers are trained in autism specific pedagogy (structured teaching) and work in accordance with the autism specific Northern School for Autism, Teaching and Learning Protocols. Staff members deliver programs in a consistent, autism friendly manner across the whole school. All students are encouraged and supported to become independent, life‑long learners. NSA is proud to implement a School-wide Positive Behaviour Support approach. Individual Learning Plans and Student Support Group Meetings NSA has developed an autism specific curriculum which incorporates AusVELS and (in the Later Years) an Applied Learning Program. Each student's current level of performance is identified and programs are implemented to address their individual learning needs. Termly Individual Learning Plans are developed for each student through discussion with parents/carers, teachers, education support staff and other professionals at Student Support Group (SSG) meetings. Individual progress is formally recorded and reported upon at termly SSG meetings and in written reports to parents/carers. Teachers use a variety of formal and informal measures to ensure students are meeting their individual educational goals. Individual student progress, as well as student progress across the whole school is assessed formally via the on-line Abilities Based Learning Education Support (ABLES) program. Applicants without experience must be willing to take a high level of direction in order to develop the skills and knowledge required, as well as participate in comprehensive induction and PD programs. Selection Criteria 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. Role 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: - Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co‑ordination of a work area under the direction of the principal or a manager. - Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function. - Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction. - Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples. 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 Responsibilities may include: - Provides routine support for teachers including assisting with planning of student routines - Supports communication between teachers and parents - Communicates with teachers on routine matters related to students and/or other responsibilities - Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting - Communicating with student/s to support comprehension of basic tasks and information - Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure - Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting - Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co‑ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs - Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance - Provides specialised communication support for students and teachers in areas such as AUSLAN and braille Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Diversity and Inclusion 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 marrung@education.vic.gov.au. 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. Child Safe Standards 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://www.education.vic.gov.au/ChildSafe/. 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://www.education.vic.gov.au/Values/. - All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. - Appointment of successful applicants will be made subject to a satisfactory pre‑employment conditions check. - A probationary period may apply during the first year of employment and induction and support programs provided. - Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx. #J-18808-Ljbffr