Location Profile
Sunbury and Macedon Ranges Specialist School is a dual campus p-12 school that supports students with a mild, moderate or profound intellectual disability. A number of students also have additional presentations such as ASD, ADHD, behavioural challenges, mobility or medical considerations. Students are supported through school wide evidence-based practices such as SWPBS, AAC and the Zones of Regulation.
SMRSS has a well-established curriculum with developed scope and sequences aligned to the Victorian Curriculum and VPC. Our teaching and learning delivered in a way to support the individual needs of our students and supported by a team of learning specialists, leading teachers, allied health, careers and wellbeing staff. Each student has an IEP developed through assessment and in conjunction with families as part of the SSG process.
We pride ourselves on offering rich co-curricular opportunities including:
- A varied specialist provision
- Community access programs
- Camps including specialised opportunities i.e.: Alpine ride
- A Vocational Education and Training program aligned to student interests
- A biannual Debutant Ball and Senior School production
- Whole school celebrations such as sports days, 100 days of prep, book week
- Enrichment programs including drivers ed, CFA, first aide
Selection Criteria
KSC 1 Ability to drive and manoeuvre Sunbury and Macedon Ranges Specialist School vehicles to the competency levels and standards required by laws, government regulations and school procedures.
KSC2 Ability to communicate with a diverse range of people, solve problems, and work in a team environment.
KSC 3 Strong time management skills and ability to meet transport timetables without compromising safety.
KSC 4 Ability to sit for protracted periods.
KSC 5 Hold a Manual Light Rigid licence and appropriate driver accreditation required as outlined with Safe Transport Victoria along with current Working with Children Check.
KSC 6 Demonstrated commitment and experience in Special Education and needs of students.
Role
Attendance during the school vacation period is not required for this position.
Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.
Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.
Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.
Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated 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.
Performs 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 judgments where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.
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.
Responsibilities
Bus drivers drive to and from the school, in the morning from the first pick-up point to the last and in the afternoon from the school to the final drop-off point within an agreed timeframe and on an agreed route. Drivers focus on driving the bus and the operation of accessibility equipment to aid the safe loading and unloading of passengers.
Drivers have a role in the safety and supervision of students while on board and departing from school buses.
Driver punctuality is vital for an efficient school bus service office.
Bus drivers must:
- hold a valid drivers license appropriate to the size of vehicle being driven
- hold a current Working with Children Check
- ensure that students are only picked up and dropped off at designated points
- adhere to risk management plans agreed to by the school
- adhere to the timetable agreed with the school and only vary it with the approval of the school and bus operator
- adhere to emergency plans developed by the principal
- participate in other relevant training offered by the school
- work with the supervisor to document and communicate any behavioural and/or safety issues that arise to the bus operator who will then communicate with the school
- understand how to operate any accessibility equipment fitted to the bus such as a wheelchair hoist
- ensure one staff member remains on the bus while students are on board.
- IMPORTANT: Bus drivers must ensure all students have exited the vehicle prior to leaving the school following the morning service and prior to returning to the garage location following the afternoon service. A physical walk through of the bus interior must be completed in both the morning and afternoon.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfil 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 *******@education.vic.gov.au
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 protected 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
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.
- 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