|Location:||Sunbury & Macedon Specialist [Multiple Location Campus]|
|Department:||Sunbury & Macedon Specialist|
|Role Type:||Integration Aide|
|Ongoing/Fixed Term:||Fixed Term|
|Classification:||Ed Support Level 1-Range 1|
|Contact Name:||Brendan Nolan|
Sunbury and Macedon Ranges Specialist School is the local community Specialist school within a very wide catchment area across Sunbury and the Macedon Ranges.
“Empowering students towards independence through a command of social competency, communication and mobility” ,Sunbury and Macedon Ranges Specialist School is a dual mode school that supports students diagnosed as having an intellectual disability.
Approximately 45% of students have a diagnosis of autism as well as intellectual disability and many students have additional diagnosis’ that include physical disability, social and emotional disorders, vision and hearing impairment and complex medical needs.
Our school aims to maximise the intellectual, physical and social potential of each learner through a partnership with parents and carers.
57% of students have an IQ of 50 or below and 42 % of students have an IQ of between 50 and 70 and 1% of the students do not have a recognised intellectual disability and are DET approved alternative placements
The school has two equally unique campuses that are located approximately 30 minutes apart. The school has received in excess of $20 million of funding, across 4 separate funding packages, in the past strategic plan period.
By the end of 2020 around 60% of these funds had been expended on works that had been completed across the two campuses , the remaining works will be completed early in 2022.
The Primary campus was established in 1998 and is located within Heritage listed buildings in Sunbury in the site of what was once an Institution.
Students between 4.8 years and grade 6 equivalent attend the Primary campus, along with a very small cohort of students of secondary school age as is the wish of their parents and most often this is with due consideration to their medical needs.
The Bullengarook Secondary campus was established in 2008 and is on the grounds of what was once a very small and recently closed primary school. Extensive works have taken place at the campus over the past 4 years.
Building project 2 was funded at around $5 million and commenced in 2019. The building project was completed at the end of 2020 and includes a new administration area adjacent to an indoor multi-purpose room, a music room, toilets and commerciall kitchen are all contained within the new large building.
Additional works include a stand alone art room, a materials technology facility and an automotive facility that will have a dual purpose in being able to be used for Bike Education. The building project also has transformed the existing multi-purpose room into staff facilities.
The Bullengarook campus is included on the Bushfire at Risk Register as it located in a high fire risk area.
The school has experienced consistent annual student growth and with the completion of the final Capital Project in 2022 the school will see a ceiling imposed at 288 students. Student enrolments at the end of 2020 were 269.
The school has experienced facility pressures constantly over the last 20 years and what is clear is that there is no longer any capacity for additional facilities on either of the two campuses.
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
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 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.
SC6 Demonstrated cmmitment and experience in the field of Special Education.
[Attendance requirement for this position]
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.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.