We have other current jobs related to this field that you can find below
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Melbourne, United States Schools (Government) Full timeRole Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. Objectives will, generally, be clearly defined;...
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Ed Support Level 1-Range 2
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Melbourne, United States Schools (Government) Full timeRole [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. ...
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Ed Support Level 1-Range 2
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Melbourne, United States Schools (Government) Full timeRole 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...
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Melbourne, United States Schools (Government) Full timeRole This position has additional attendance requirements of up to 10 days. 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...
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Assistant Principal-Range 1
1 month ago
Melbourne, United States Schools (Government) Full timeRole The assistant principal reports directly to the principal. Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the...
Ed Support Level 1-Range 4
2 months ago
Role
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 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.
Responsibilities
The NDIS Navigator role is flexible to meet the needs of each school community. Day-to-day roles and responsibilities may include:
information dissemination and awareness-raising activities (for example, facilitating presentations by the National Disability Insurance Agency (NDIA) and local area coordinators (LACs) on topics of interest) providing information and advice on the NDIS and available supports, including guidance on where to look for services and supports. NDIS Navigators will not recommend specific providers but may provide guidance for parents and carers on how to make the best selection for their child providing guidance to families on how to apply for the NDIS and what they need to consider, including any documented evidence to support the application promoting the review processes available to parents and carers if their child¿s NDIS plan is not meeting their needs providing guidance for parents, carers and students at transition points (for example, school leavers) developing collaborative working relationships between LACs to facilitate parents and carers access to advice and support undertaking administrative work associated with approved NDIS funded therapist onsite visits in limited circumstances, making representations directly to the NDIA or other agencies on behalf of families in complex cases (following consultation with the principal).
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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:
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:
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
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
Location Profile
Yarraville SDS caters for students aged from 5 to 18 years old with a diagnosis of moderate to severe intellectual disability. It has a current enrolment of 95 students. Yarraville SDS is committed to providing a learning environment that values the ability and individuality of each student. Keeping the students in the centre, our dedicated staff members support our students to learn in in ways that provide a basis for continued learning as they grow into safe, respectable and responsible citizens. At Yarraville SDS we are committed to providing a learning environment that values the ability and individuality of each student, ensuring all of our students have the opportunity to flourish and have every success in their learning. Students are at the centre of everything we do and our dedicated teachers, education support staff and allied health team support our students to learn in ways that provide a basis for continued learning as they grow into safe, respectable and responsible citizens. The school provides a safe, stimulating and flexible learning environment promoting our school vision Excellence in Learning.
