SC 1. The ability to take instruction and work as a part of a team, to ensure the safe boarding and travel of students with learning and/or multiple disabilities between home and school.
SC2. The ability to supervise small groups of students making sure seatbelts and wheelchairs are secure and assisting students where required.
SC3. The ability to communicate effectively with students, parents, and school staff. Be able to use an electronic manifest which maintains student absences and bus incidents.
SC4. Demonstrate the capacity to manage students with diverse and sometimes challenging behaviours. Ensure the Principal and office staff are informed of inappropriate behaviour. The ability to maintain confidentiality at all times.
Attendance is required for this position
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:
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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.
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Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
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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.
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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.
Bus Chaperone must respect the confidential nature of any information they may have about students and their families.
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Bus chaperone must not give students more physical contact than is necessary for safe transport.
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Bus chaperones must sit in a position where they can observe the students at all times.
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Bus chaperones will report any incidents of inappropriate student behaviour in their Incident to the school principal of office immediately.
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In the case of emergencies, bus staff are to follow the procedures in the Emergency Service personal.
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All bus staff must have a current Working With Children¿s Check Employee and current First Aid certificate
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
This position is a split shift. 2.5 hours in the AM and 2 Hours in the PM providing support to the bus driver and students to provide travel in a safe manner to and from school.
This position allows worklife balance thoughout the day and/or provide assistance to the school during school hours if required.
Commencement time is 7:15am and 3.20pm,
All applicants with require a valid WWC and current first Aid/CPR certificate
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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
Skene Street Specialist School is a government, dual mode specialist school providing education to students with an intellectual disability. The school is in Stawell and sits on the traditional lands of the Djab Warrung and Jadawadjali people in regional Victoria home of the Stawell Gift and situated at the foothills of the Grampians National Park (Gariwerd).
We enrol students with an intellectual disability between the ages of 5¿18 years. Our school is wonderfully diverse, with a strong sense of pride and identity. Most students arrive at school by our DE self-managed bus service from Willaura in the south, Ararat, Stawell, and districts within the designated transport area (DTA).
The staffing profile of Skene St Specialist School includes the school Principal, Assistant Principal, Inclusion Outreach Coach, Mental Health Practitioner, 8 teachers and 14 class based Education Support (ES) staff.
The learning programs are based on the Victorian Curriculum Levels A-D, F-10 and are differentiated to meet individual student needs.
Each student has an Individual Education Plan (IEP) that highlights skill acquisition tasks that is designed to be worthwhile, challenging, and achievable. Specialist programs include Work Futures, Riding for the Disabled, Community Access, Developmental Learning Skills and Swimming.
