Special School Teacher Aide

About this role

Location Profile Springvale Park Special Developmental School is located in the vibrant community of Springvale in South-East Melbourne. The school is easily accessible by car and public transport, with buses and trains stopping at Springvale Station, just a one-minute walk from the school. Springvale Park SDS is a dynamic and innovative centre for learning for students with moderate to severe intellectual disabilities. Our students may also present with comorbid conditions. We provide a targeted and enriching learning environment based on their individual needs. We foster a strong atmosphere of curiosity, independence, and belonging through high-quality teaching and learning programs that recognise the unique strengths and abilities of every student. We currently have an enrolment of 205 school-aged students and 32 children in our Early Education Program, with numbers expected to continue growing over the coming years. Students are grouped into Foundation, Junior, Middle, Inter, and Senior sections, encompassing 31 classrooms, with an additional three classrooms dedicated to our Early Education Program. As our enrolment increases, so too does our commitment to upgrading and expanding our facilities. Recently, we completed the construction of a new Senior School building featuring eight modern classrooms and a Life Skills Lounge. This purpose-built space supports innovative programs designed to enhance student independence and prepare them for post-school life. Looking ahead, a new swimming pool will be built on-site in 2026, providing students with improved opportunities to develop water safety skills and engage in activities that promote sensory regulation. Teaching and learning at Springvale Park SDS is highly individualised and responsive, ensuring every student can access the curriculum and achieve personal growth through engaging, differentiated, and evidence-based educational programs. Teaching and learning at Springvale Park SDS: Teaching and learning at Springvale Park SDS, is highly individualised and focuses on improving both the short-term and longer term outcomes of our students. Three distinct curricula support our students¿ journeys across their schooling career. As an early education provider, students' learning is based on the Victorian Early Years Learning and Development Framework (VEYLDF), with a heavy focus on school-readiness, through play-based learning, communication development, and social and emotional skills. Once students move into school age, they access the Victorian Curriculum 2.0. School age students have a focus on communication skills, through the use of an augmentative and alternative communication system, continue to develop literacy skills through Comprehensive Literacy Instruction, and numeracy is taught through hands-on and immersive experiences. Along with a strong academic focus, students develop social, emotional and independence skills. In students¿ Senior years, learning moves onto the ASDAN curriculum. Students at this level work through a series of modules designed to support the critical skills needed to post-school, including travel training, leisure activities, numeracy, literacy, communication, cooking, sports and others. All student learning is further supported through Individual Education Plans (IEP). Additional enrichment programs are run to enhance students¿ learning experiences. These include: • Bike riding program • Activity incursions, excursions, and camps • Sensory and therapeutic programs • Swimming program • Art and music therapy • Classroom based speech therapy, OT, and physio programs • Kitchen Garden program • PE program • Mini Woolies Working at Springvale Park SDS: Class sizes range from five to ten students, with each class supported by a teacher and an Education Support Officer (ESO). Teachers are provided with a full day of planning each week to collaborate with their section teams on developing high-quality unit planners and weekly programs. Staff are supported by a dedicated multi-disciplinary team, including speech therapists, occupational therapists, and physiotherapists, who work alongside educators to meet each student¿s individual needs. Learning Specialists, Leading Teachers, and the Assistant Principal ¿ Curriculum also provide guidance and coaching for teachers and ESOs. Our Learning Specialist for Behaviour Intervention works to maximise in-class and whole school supports for teachers and ESOs to make sure our students have the best educational experience they can while at our school. Ongoing professional learning is offered throughout the year to ensure all staff remain up to date with best practices and Department of Education initiatives, such as the Victorian Teaching and Learning Model (VTLM) 2.0, Professional Learning Communities, etc. At Springvale Park SDS, we place a strong emphasis on the wellbeing of our staff, students, and families, taking a holistic, school-wide approach to care and support. Our dedicated Wellbeing Team includes a Leading Teacher for Wellbeing, a Mental Health Practitioner, a Mental Health in Primary Schools teacher, an NDIS Navigator, and a school nurse. In addition to these internal supports, we also engage external providers to offer optional counselling sessions for all staff each term that complement regular celebrations and activities that connect staff, ensuring that wellbeing remains at the heart of our school community. . Selection Criteria 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. Role [Attendance requirement for this position] 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 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 Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Diversity and Inclusion 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 [email protected] 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. 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values 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 Other Information • 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