AddressSunbury 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 commercial 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 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.
[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.
- 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
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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
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
- 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
