Integration Aide (Ed Support Level 1-Range 2)

Job posted: 24/05/2024
Job duration: From 15/07/2024
Contact: Rob Duncan | (03) 9770 7200
Reference: 1417321
Occupation: Education and Training
Salary Range: Salary not specified
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 Demonstrated commitment to, and experience in inclusive education and a capacity to work with the school community to develop a school culture which celebrates diversity and inclusivity. 
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 Work specifically with non funded or funded students of any level, who have diagnoses of disorders/disabilities such as ASD, ID, ODD, GDD, SLD, SBD and other physical, visual and hearing impairments. Assist students on an individual or group basis in specific learning areas, including reading, writing, maths, art and sport under the direction of the class teacher Follow instructions and directions to aid a student with either a disability or impairment. Observe students and draw the attention of the teacher to them where necessary. Assist with the communication between students and teachers, particularly the interpretation of instructions. Provide basic physical and emotional care for students. Establish and maintain effective communication and working relationships with students, co-workers, leaders, student support services and the general public. Work as a member of a team - i.e.: with classroom teachers, wellbeing and inclusion team members, student engagement leaders, visiting teachers and parents. Complete regular tracking sheets for PSD student/s on Compass. Establish, maintain and collate student profiles. When required, provide behaviour intervention;. Researching profile/information prior to meeting student Note and communicate triggers and strategies to relevant staff Ensure the safety of the student and others is maintained  Provide assistance to the teacher in the event of a critical or emergency incident Assist in the preparation of resources, equipment, and materials.  Participate in Student Support Group meetings when requested 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, leaders and the Integration Team. Assist with personal care of students as required including toileting, washing, eating (peg-feeding and drinking), mobility and administration of medication. Attend therapy sessions with a student as required so that therapy can be applied in the classroom if appropriate and required. Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills. Perform routine administrative and operational support tasks Participate in team meetings Follow existing processes, guidelines and established procedures General Expectations of all ES Staff Establish and maintain professional, respectful, supportive and effective working relationships with all colleagues Build supportive and understanding relationships with students, parents and the College Community Perform duties in an efficient, professional and courteous manner in accordance with the College Values, the Victorian Public Sector Code of Conduct and all local policies and codes of conduct Maintain consistent professional attendance, punctuality, personal appearance, and casual business attire Be aware of and adhere to relevant health and safety procedures and both internal and DET policies and procedures Pursue personal development of skills and knowledge necessary for the effective performance of the role Other duties as requested by the Principal or Business Manager Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment The Department of Education and Training 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values The Department's employees commit to upholding DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Conditions of Employment This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks' notice.
Location Profile Cranbourne West Secondary College abuts rapidly growing residential areas in the suburb of Cranbourne. The school will work in partnership with the community to provide authentic learning opportunities and best academic and personal outcomes for all students. Cranbourne West Secondary College is the latest addition of a new secondary school in the rapidly growing suburb of Cranbourne opening as of January 2021 with 198 Year 7 enrolments. Currently the College has 1100 students across Year 7 to 10 and is anticipated to grow beyond 1200 students in 2025. Neighbouring schools are relatively large and Cranbourne West Secondary College is expected to grow quickly to meet residents¿ demand for excellence in education, consistent with the vision for the Education State. 
Cranbourne West Secondary College will provide students with state of the art facilities in STEM and the Visual Arts in its initial stages, with Stage II to provide outstanding Physical Education and Performing Arts spaces to cater for the learning needs of all students. It is proposed the new school will establish a set of guiding principles to inform and guide future community use of both school and community facilities.
Commitment to Excellence and Inclusion Cranbourne West Secondary College delivers the highest quality of education for all learners. As a Supported Inclusion School, Cranbourne West Secondary College sets strong culture of inclusion at a whole-of-school level. The innovative and evidence-based schools design is flexible and allows schools to have students with special needs in the classroom with their peers, utilise smaller spaces and/or run stand-alone classes depending on the cohort of students.
Cranbourne West Secondary College staff deliver excellence by responding to the diverse needs of their students. We will provide staff access to a suite of Department educational resources and programs that support exemplary inclusive practice. Our College will demonstrate a strong commitment to outstanding post school outcomes for all students, be that University or other further study, apprenticeships, traineeships or full-time work.
School Vision and Values Cranbourne West Secondary College fosters a love of learning. We respect inclusion, diversity and indigenous heritage. We aspire for continuous improvement in all our students as they grow into adulthood. We live by our motto, diversis viribus - ¿strength through diversity¿, and look forward to our students emerging as resilient, productive and cooperative members of the community.
Cranbourne West Secondary College¿s motto is Diversis Viribus - `Strength through Diversity¿; our values are intrinsically linked to this motto as we ASPIRE every day:
Acceptance - to accept someone is to acknowledge them, to recognize how they are different, and to say that it is okay. Acceptance is good! Sincerity - the quality of being open and truthful Perseverance - is not giving up. It is persistence and tenacity, the effort required to do something and keep doing it till the end, even if it's hard. Inclusion - a group that's particularly welcoming to all kinds of people. To include someone is to intentionally pursue ways to make them feel welcomed, heard, and valued. Respect - respecting myself, others and the school environment. Excellence - the quality of excelling; possessing good qualities in high degree and continually striving to improve. To apply for this role, you will be redirected to the Schools (Government) job application system.

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