Department of Education Victoria – Bentleigh VIC

1d ago , from Department of Education & Training Victoria

Southern Autistic School (SAS) is a specialist school dedicated to the education of children with a diagnosis of autism spectrum disorder and severe language disorder. SAS provides evidence based educational programs to meet the learning needs of children with a diagnosis of ASD. A focus of the current Strategic Plan is making the school a centre of excellence and expertise in the delivery of education for autistic students.

The school is located in the South Eastern Region in East Bentleigh with approximately 280 students aged from 3 to 18 years. Classes have six to eightstudents with all children having an individual learning plan. Individual Learning Plans are based on the Victorian Curriculum with a focus on developing communication, social interaction and independence skills.

The class teacher is supported by a teaching assistant. Occupational Therapists support the development of individual educationalprograms, inclose consultation with the Speech Pathology Team. A clinical psychologist and social worker work with families and students to further enhance student wellbeing.

At SAS we implement the Victorian Curriculum and enhance our teaching and learning programs through the use of evidence based approaches and strategies. This includes the implementation of STAR,use of Hanen Strategies, Handwriting without Tears, Zones of Regulation andexplicit teaching. Our Secondary Programs provide outstanding vocational education opportunities in addition to the recreation and community access. Our Early Education Program utilises Hanen Strategies, and play-based learning.

There are four sub schools on the same campus each led by a highly experienced school leader.



Learning Specialists additionally support the development of teaching and learning programs. Our specialist programs vary across the sub schools however include ART, Media ARTS, Physical Education, Music and Cooking. The Primary aged students also attend a Swimming Program with a magnesium pool on site.

School Wide Positive Behaviour Support principles and approaches are key to supporting student engagement and data. The school is committed to the development of the whole child and works in partnership with parents. We have a supportive parent community who regularly communicate with staff.

Vision Statement:

The SAS vision for students is to develop lifelong learners who have a sense of belonging and are encouraged to implement their skills and knowledge to make choices and accept responsibility for their decisions. Our SWPBS values are: `I am Safe, I am a Learner and I Belong¿.

Selection Criteria

- KSC1-Demonstrated organisational skills and a capacity to coordinate a large and complex physical environment.
- KSC2-Demonstrated highly developed interpersonal and communication skills working with contractors, students, staff members and the wider school community.
- KSC3-Demonstrated ability to coordinate contractors in a safe manner in accordance with Occupational Health and Safety guidelines




- KSC4- Demonstrated proficient use of a variety of tools and equipment necessary for grounds and maintenance duties
- KSC5- Capacity to work within a complex setting for students with autism

Role

Role is 0.6 (22.8 hours/ week) to be performed on Tuesdays, Wednesdays and Thursdays preferably. Requires same attendance during school holiday periods within contract dates.

Position has a broader coordination responsibility in the area of facilities management.

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 minimal 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

📌 Facilities Officer (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne