Severe Behaviour Aide

Location: Melbourne | Cranbourne

Job type: Part time / From 28/10/2024 - 26/01/2026

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Teacher

Reference: 1440025

**Selection Criteria**:
Selection Criteria
- Suitable experience as an Education Support staff member working with students with severe behaviour issues.
- Demonstrated ability to assist in the preparation, implementation and evaluation of education and behaviour improvement programs for students with disabilities.
- Ability to work as a team member in collaboration with the Wellbeing Team, following IEP's and BSP's in accordance with the inclusion guidelines.
- Demonstrated high level interpersonal skills and professional behaviour including the ability to maintain confidentiality when communicating with teachers, students, parents and the wider community.
- Experience and willingness to use Information Communication Technology to assist students with disabilities, therefore providing opportunities to maximise their learning outcomes.
- Demonstrated ability in being able to develop positive relationships with students through empathy, understanding, care and awareness of the individual needs, together with an ability to be adaptable and flexible according to the changing needs of students.

**Role**:
Monday to Friday (8:50am until 3:20pm)

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 mínimal 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.

**Responsibilities**:
**Responsibilities**:

- Establish and maintain effective communication and working relationships with student by using supports teachers/specialists have put in place such as known triggers, "This Now, Then That" or implementing brain breaks when needed.
- Understand and maintain any Behaviour Management Plans, Safety Plans or other support plans that maybe in place for students.
- Assist students in an individual or group basis in specific learning areas including reading, writing, math, art, music and sport under the direction of the teacher.
- Establish and maintain effective communication and working relationships with student, co-workers, leaders, student support services and the general public
- Work as a member of a team - such as with classroom teachers, the Inclusion Team, Learning Support coordinator, Student Wellbeing Coordinators, visiting teachers and parents
- Complete daily tracking sheets for DI students on Compass
- Assist in the preparation of resources and materials
- Participate in Student Support Group meetings when required
- Maintain complete trust and confidentiality with students, teachers and parents
- Participate in the monitoring and evaluation of programs and the evaluation of individual students with teachers and leaders of the inclusion team
- Assist with personal care of students as required including