Ed Support Level 1-Range 2 - Classroom support

Nelson Park School 

Nelson Park School is a specialist government school located in Bell Park and Corio, Geelong, providing education for students aged 5¿18 years (Foundation to Year 12) with a diagnosed mild intellectual disability.

Established in 1967, Nelson Park has a current enrolment of approximately 360 students drawn from across the Geelong region. The school operates across two campuses, with the main campus located in Bell Park and a senior campus located in Corio which supports the transition of students into senior secondary pathways.

Nelson Park School employs approximately 150 staff, including Principal Class Officers, Leading Teachers, classroom and specialist teachers, wellbeing staff, therapists, education support staff and administration staff. Staff work collaboratively to support student learning, wellbeing and independence through a multidisciplinary approach.

The school¿s vision of developing Life-long Learners reflects a commitment to building the independence, confidence and capability of every student. Nelson Park focuses on supporting students to develop their academic, social, emotional and life skills, preparing them for meaningful participation in their communities.

Teaching and learning programs are aligned with the Victorian Curriculum and are differentiated to meet the diverse learning needs of students. The school has developed a Guaranteed and Viable Curriculum and utilises a Whole School Instructional Models to support structured and explicit teaching. Staff collaborate in Professional Learning Communities (PLCs) to plan curriculum, assess student progress and continuously improve teaching practice.

Student wellbeing is a central priority at Nelson Park. The school implements School Wide Positive Behaviour Supports (SWPBS) and Berry Street Education Model trauma-informed practices to create a safe, supportive and inclusive learning environment for all students.

Students are supported through Individual Learning Plans developed in partnership with families during Student Support Group meetings, ensuring personalised learning goals and strong home¿school collaboration.

Nelson Park offers a broad range of specialist programs, including Visual Arts, Performing Arts, Food Technology, STEM, Health and Physical Education, Outdoor Education and Library. These programs support student engagement and the development of practical life skills.

At the senior campus, students participate in a range of community and vocational learning opportunities, including work experience, community engagement programs and industry exposure. Students undertake the Victorian Pathways Certificate (VPC) or ASDAN, an applied learning program that supports the development of employability, independence and post-school pathways.

Nelson Park works in partnership with Northern Bay College to access the Geelong Industry Trade Training Centre, where senior students participate in vocational programs such as Hospitality, Automotive and Building and Construction, as well as School Based Traineeships.

Nelson Park School values learning and effort, cooperation, respect and community, and works closely with families, community organisations and industry partners to provide meaningful learning opportunities for students.

Nelson Park School is committed to the safety and wellbeing of all children and young people. The school has zero tolerance for child abuse and is committed to providing a child safe, inclusive and culturally afe environment for all students.

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.

SC7 Ability to demonstrate skills and knowledge in understanding and managing challenging behaviours in a learning environment.

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 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

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 *******@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.

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

• 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