Government schools – Melbourne Northern Suburbs VIC

MULTI-CAMPUS SCHOOL - VACANCY IS NON SPECIFIC TO A CAMPUS

NSA School Vision

Learning for Life

Northern School for Autism strives to be a centre of excellence. Students are supported towards developing their personal and educational potential, so as to be valued contributors to family and community life.

School Overview

Northern School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism ranging in age from 5 to 18 years. The school was established in 2006 and currently operates across two campuses located in Reservoir and Lalor. Reservoir is an Early and Middle Years campus; Lalor is a Later Years campus. The school also coordinates a satellite program at Norris Bank Primary School. Class-groups generally comprise of six to ten students of similar chronological age. Teachers, teacher aides and therapists (speech pathologists and occupational therapists) work in teams of two or three in each classroom, supported by specialist teachers (PE, Art and Music) as well as a team of leading teachers.

School Structure

The school is divided into sub-schools according to the stages of schooling (ages approximate):

- Early Years ~ 5 - 8 years.
- Middle Years ~ 9 - 14 years.
- Later Years ~ 15 - 18 years.

Pedagogical Philosophy

The community of Northern School for Autism believes that to succeed in the world, students need to develop the capacity to:

- Manage themselves as individuals in relation to others.
- Understand the world in which they live.
- Act effectively in that world.

Teaching and Learning

Northern School for Autism implements a teaching approach that builds on individual student's strengths and skills.



The educational programs accommodate the particular impairments associated with autism; teaching and learning programs centre upon developing students, interpersonal/personal skills, communication skills and executive functioning. Emphasis is placed on promoting social skills, assisting students develop their imagination and play skills, as well as supporting students learn to manage and self-regulate their emotions and behaviour.

Programs are designed to accommodate individual student's needs and interests. Teachers are trained in autism specific pedagogy (structured teaching) and work in accordance with the autism specific Northern School for Autism, Teaching and Learning Protocols. Staff members deliver programs in a consistent, autism friendly, manner across the whole school. All students are encouraged and supported to become independent, life-long learners. NSA is proud to implement a School-wide Positive Behaviour Support approach.

Individual Learning Plans and Student Support Group Meetings

NSA has developed an autism specific curriculum which incorporates AusVELS and (in the Later Years) an Applied Learning Program. Each student's current level of performance is identified and programs are implemented to address their individual learning needs. Termly Individual Learning Plans are developed for each student through discussion with parents/carers,



teachers, education support staff and other professionals at Student Support Group (SSG) meetings. Individual progress is formally recorded and reported upon at termly SSG meetings and in written reports to parents/carers. Teachers use a variety of formal and informal measures to ensure students are meeting their individual educational goals. Individual student progress, as well as student progress across the whole school is assessed formally via the on-line Abilities Based Learning Education Support (ABLES) program.

Selection Criteria

SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to supporting the leadership to implement structures across the school.

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 Demonstrated outstanding knowledge of autism spectrum disorder and have the ability to implement structured teaching.

SC5 Demonstrated ability in managing behaviours of concern, supporting your teaching team to effectively implement a range of positive behaviour support strategies.

Role

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of qualified 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

📌 Positive Behaviour Support (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne