Province: New South Wales
Description:
Job Details
Job ID:
1022662
Teacher Aide
Job Title:
Waratah Specl Developmt School
Location:
Full/Part Time:
Full-Time
Favorite Job
Regular/Temporary:
Fixed Term
Department:
Location:
Waratah Specl Developmt School
Waratah Specl Developmt School
Classification:
Ed Support Level 1-Range 1
Job Title:
Teacher Aide
Subject/Duties:
Level:
Teacher Aide-Classroom Support
Special Years 7-12
Begin Date:
End Date:
2016/01/27
2016/12/20
Regular/Temporary:
Fixed Term
Hours:
38.00
Reference #:
1022662
Contact Name:
Jenny Wallace
Phone:
9474 8700
School Website:
waratahsds.vic.edu.au
Apply By:
2015/10/04
.
Location Profile
Waratah SDS provides quality educational programs for students with significant intellectual disabilities between the ages of five and eighteen years. Many students also have sensory or physical difficulties, medical conditions and communication disorders. There are seventy students currently enrolled at the school and approximately 60-70% of these are diagnosed with autism spectrum disorder.
Waratah SDS is located in Banksia St, Bellfield in new purpose built facilities which includes twelve classrooms; specialist areas for art, physical education, home crafts and music; and therapy work spaces. The school has large grounds and the external learning areas include two in-ground trampolines, play equipment, swings, a sand pit, cubby house and a kitchen garden. Jeavons Landscape Architects have developed a master plan for the external environment and these spaces will continue to be developed as funding becomes available.
The school also runs a Satellite Unit at Brunswick South West Primary School. We have two classes in the Satellite Unit and the classrooms and play area have been renovated and refurbished. The partnership with Brunswick SWPS is very supportive and provides many opportunities for inclusion.
The school is organised into three sections at the main site Early Years (5-9 year olds), Middle Years (10-15 year olds) and Senior Transition (16-18 year olds). Within each section class groupings reflect the needs of the students. Therapists mainly work in classrooms alongside teachers providing consultation and professional development to staff. All classes are timetabled for specialist classes in home crafts, art, physical education and music therapy. A garden educator is employed through Cultivating Communities one day per week to work with Middle Years students.
The school aims to create a motivating and supportive environment that nurtures potential to learn and grow, experience success and enrich the community. We believe that the best educational outcomes are achieved through a strong school and home partnership. Our school provides a safe and secure learning environment in which challenging, stimulating and structured programs ensure that all students achieve success. We aim for all students to become as independent as possible and to achieve their best by participating in a broad range of activities within both the school and community settings. We recognize and value the individuality of our students.
All students at Waratah SDS have an Individual Learning Program (ILP) which is developed at the beginning of each year with teachers, parents/caregivers, therapists and other relevant professionals contributing. The ILP forms the basis for the students programs for the year and reflects individual students abilities and progress towards increased independence. Throughout the school there is a strong emphasis on using visual materials, structure, repetition and teaching skills in a variety of situations to encourage generalisation. ABLES assessments and Towards Level 1 VELS are used to identify students current skills and set goals for the ILP.
A functional and integrated approach is taken to student learning with language/communication a key focus. Alongside speech we use a range of alternative and augmentative communication systems which include signing, picture symbols, photographs and voice output devices. The Picture Exchange Communication System is used extensively throughout the school. Opportunities for communication are incorporated into all aspects of the school day.
The therapy programs are an integral part of the school curriculum and are offered on a needs basis. The therapy team includes a speech pathologist, occupational therapist, music therapist and physiotherapist. The therapists work closely with teaching staff and provide valuable input into individual learning plans. They work throughout the school demonstrating and discussing with teaching and support staff how the therapy components can be incorporated into classroom programs.
Developing appropriate behaviour and social skills is also a priority in the school and we have two established approaches in this area. The SoSAFE program teaches rules for social safety and students learn which behaviours are OK and Not OK with different groups of people. The School Wide Positive Behaviour Support (SW-PBS) program is a proactive approach that involves the establishment of a continuum of behavior support that considers all students and emphasizes prevention.
The school uses technology to engage students and improve learning outcomes. All classrooms have an Interactive Whiteboard, iPad and PCs.
The school community encompasses a wide range of socioeconomic and ethnic backgrounds. Almost 60% of our families receive the Education Maintenance Allowance and a similar proportion of students come from non-English speaking backgrounds. Our Student Family Occupation index is .709. Interpreters are used frequently to assist communication with families. The school provides support to parents in the form of morning teas, parent support groups, information sessions and family social activities. A Welfare Officer works two days per week and provides support to families and facilitates links to other services.
The school believes that to improve student outcomes we need to improve teacher practice and we have a strong focus on professional learning. Classroom observations and feedback through Professional Learning Teams (PLTs); mentoring/coaching from leading teachers and therapist; as well as targeted whole school professional learning; are the key strategies adopted. This year the school has been involved in the Empowering Local Schools National Partnership Supporting Professional Practice initiative. This initiative aims to support professional practice in schools in order to reduce the variability in teacher performance across classrooms and therefore improve student learning outcomes. Our focus has been on using classroom observations and targeted feedback to improve staff capacity to teach functional communication skills.
Selection Criteria
SC1 Capacity to undertake routine support tasks while assisting teachers to implement educational programs for students with significant disabilities.
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Capacity to use technical equipment as relevant to the position, including iPads, interactive whiteboards and/or other similar devices.
SC4 Capacity to work cooperatively, positively and diplomatically with a range of people including teachers, students and parents.
SC5 Excellent organisational skills to ensure the classroom and general environment is ready for student programs and clean and tidy on completion.
SC6 A commitment to professional learning and growth.
Role
Undertakes routine tasks that are usually 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.
Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.
Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.
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.
Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks – e.g. driver’s licence, first aid, safe food handling.
Responsibilities
This position could be working in the Senior Transition Section and will predominately involve working to provide one to one support with a student who exhibits challenging and extreme behaviour. The specific responsibilities will include:
Assisting with supervision, implementation and evaluation of students’ programs as directed by teachers or therapy staff.
Reporting observations of students’ performance and behaviours, formally or informally, and contribute to the development of behavioural strategies and educational programs.
Assisting with preparation, supervision of students, and/or providing mealtime assistance during morning tea and lunch, and cleaning up afterwards, with special regard to the reduction of disease and infection
Assisting with the arrival and departure of students and their equipment.
Assisting in the preparation of the classroom and materials for the daily program including therapy equipment.
Assisting with cleaning, maintenance and repair of school equipment, buildings and grounds including therapy equipment.
Assisting with toileting, showering, cleaning and changing students.
Implementing medical procedures with individual students after specific training.
Assisting with the lifting of disabled students, at all times following correct OH&S procedures.
Participation in excursions and camps.
Participation in the school swimming and water activities program.
Assist teaching staff with administrative duties.
Show a commitment to ongoing professional development and assist in the identification of own training needs.
Attend staff meetings, Program Support Group meetings and professional development activities which are normally held out of student attendance hours.
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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
Other Information
- 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
.
APPLY NOW