Ballarat Specialist School provides educational programs for 3 -18 year old students with mild, moderate and severe intellectual disabilities associated with physical, social, emotional, communication, multiple and sensory impairments. The School is divided into Junior, Middle and Senior sections and our students come from diverse backgrounds. Including our Early Learning Centre, school enrolments have increased this year to 489 students. It is expected that our enrolments will continue to grow over the next five years.
Ballarat Specialist School’s main campus is located at 25 Gilles Street, Lake Gardens and adjoins Ballarat High School and Ballarat Aquatic Centre.
Our FARM campus is situated in Norman St, Ballarat. Students are drawn from Ballarat and surrounding districts.
The school is accommodated across two campuses, in purpose built facilities for students with diverse special needs. The school has 45 general purpose classrooms: multipurpose and manual activities areas, music/drama classrooms and a musical instrumental teaching area. It has a therapy centre, fitness centre, pool and gymnasiums. It has a hairdressing salon and there are two Cafés which are open to the public and run by our students who are supported by staff with hospitality experience. The Educational Residential Unit provides a 24 hour Home and Community Living skills program for students for up to 10 weeks at a time. The Young Adult Centre provides a state of the art facility for our senior students including large open space classrooms and a central atrium. The centre hosts toilets and self-care facilities designed to meet the needs of young adults with special needs. A commercial kitchen is provided as well as kitchens shared between classrooms. The school also has a number of resource centres, staff, administration and office areas. In 2013 our Early Learning Centre was opened and now provides programs for 3 and 4 year old students.
1. Demonstrated understanding of the state and national policies and curriculum in relation to inclusive teaching practices and specifically the key principles of positive behaviour support.
2. Extensive experience in supporting the implementation of positive behaviour support and teaching approaches to achieve the inclusion of students with high frequency, high intensity behaviours of concern.
3. Demonstrated ability to build the capacity of educators and leaders in (i) understanding challenging behaviour (ii) implementing positive behaviour strategies, including SWPBIS; and (iii) supporting students with challenging behaviour
4. Demonstrated knowledge and understanding of relevant legislation – Disability Discrimination Act, Disability Standards for Education, Restraint and Seclusion, OH&S;, Privacy, Health Records and Equal Opportunity Act.
5. Outstanding interpersonal and communication skills, including experience in working collaboratively with school teams, ability to operate effectively within a multidisciplinary team, and capacity to communicate effectively across a broad range of contexts.
Behaviour Specialist – (Education Support Level 1 Range 3)
Engagement and Wellbeing Team member
The Behaviour Specialist - Engagement and Wellbeing Team, works collaboratively with the team leader, Integrated Services Team, school leadership and across all school staff to facilitate and implement support structures and build capacity that enables to school to implement positive behaviour support initiatives. This role aims to implement policies, practices and programs with the objective of building greater capacity within our school to assist staff in implementing appropriate behaviour support practices. This is a new position created to provide build the expertise of the IS Team and school as a whole, to provide informed, evidence-based and effective behaviour support practices.
This position reports to the Wellbeing and Engagement Assistant Principal.
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 operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
1. Work effectively as a member of the Integrated Services Team (Engagement and Wellbeing)
- To work as part of a multi-disciplinary team across the school.
- Attend and actively engage in team meetings.
- Work collaboratively as a member of the IS team to develop school policy.
- Work collaboratively as a member of the team to develop and promote system initiatives/procedures.
- Work collaboratively with the school leadership team to build internal capacity within the school with particular focus on positive behaviour support and trauma informed practice.
- Provide regular feedback to the Team Leader:
- Engage in ongoing professional learning to build professional knowledge, skills and expertise in relation to role requirements and IS team priorities.
- Maintain professional memberships and networks to keep abreast of contemporary practices and issues.
- Build and maintain coaching expertise.
2. Promote and support the SWPBIS Program
- Contribute to building the capacity of the school to develop policies and practices to achieve the inclusion of all students but with particular focus on positive behaviour support and trauma informed practice.
- Provide expert advice and support to teachers and school staff to develop and implement effective data informed approaches to support students with high frequency high intensity behaviours.
- Support school staff with the implementation of positive behaviour support initiatives including approaches to Functional Behaviour Assessment, the design of individual Behaviour Support Plans and programs to increase staff capacity to work with students presenting with social emotional and behavioural needs.
- Support staff in creating inclusive classroom environments where curriculum is personalised by deliberate, appropriate and accurate levels of adjustment for individual students that ensure engagement and appropriate progress for every student.
- Assist in the coordination, development and delivery of evidence-based professional development activities, including SWPBIS.
- Keep abreast of current research, government policies and effective practices designed to support the ……
- Support and build the capacity of school leadership to assist teachers in appropriate pedagogy and classroom management strategies for students with behavioural needs.
Who May Apply
1. Relevant tertiary qualifications, and registration with and eligibility for membership of relevant professional governing bodies.
1. Extensive experience in working with students with high frequency, high intensity behaviours of concern.
2. Experience in working with students with intellectual disabilities, and those with complex and multiple disabilities.
3. Experience in and knowledge of trauma informed practice
4. Further qualifications in Inclusive/Special Education or a related field would be advantageous.
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.
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
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
No job description available
Conditions of Employment
- 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.
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