Education Support-Special School

Overview

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 2

Occupation: Education and Training

Location: Shepparton

Reference: 1478447

Location Profile

Banmira Specialist School (formerly Verney Road School) is a vibrant, inclusive learning community supporting over 265 students and 120 dedicated staff across two campuses. We cater to students aged 2.8 to 18 years, providing specialised education tailored to individual needs.

Opened in 2025, our Junior Campus features purpose-built classrooms aligned with our Instructional Model, along with a Community Hub housing a Sensory Room, Perceptual Motor Program space, Library, Art Room, and Parent/Wellbeing Hub. This campus supports approximately 100 students, including those in our Early Education Program.

Our Senior Campus, located on Verney Road, serves around 130 students and includes facilities such as a 'Mini Woolies' supermarket, gym, homecrafts/cooking space, and customised learning areas for secondary-aged students. This campus also hosts Banmira Care, our High-Intensity Out of School Hours Care (OSHC) program.

Our curriculum follows the Victorian Early Years Learning & Development Framework (VEYLDF) for Early Education and Early Primary, while most students engage with the Victorian Curriculum 2.0. Senior students (Years 10¿12) primarily undertake the Victorian Pathways Certificate (VPC). We believe that every child can learn, with a focus on maximising independence. Individual Education Plans (IEPs), developed in partnership with families, set personalised goals in English, Maths, Communication, and other priority areas identified through Student Support Group meetings.

Both campuses emphasise Independent Living Skills, preparing students for life beyond school. We also offer a range of Specialist Programs, including Music Therapy, Physical Education, and Art/Performing Arts at the Junior Campus, and Music, Physical Education, and Art at the Senior Campus.

We are incredibly proud of our extensive Allied Health, Wellbeing and Inclusion Teams, which incorporate a range of therapists and specialty trained staff to support with student¿s programming, provide additional therapeutic supports and enhance curriculum delivery.

Our diverse student population comes from Shepparton, Mooroopna, Numurkah, Murchison, Nathalia, Euroa, Violet Town, and Tatura, with transport available for eligible students.

Banmira Specialist School provides high-quality education for students with mild, moderate, or severe intellectual disabilities, many with additional diagnoses such as Autism Spectrum Disorder, ADHD, or Down Syndrome. Some students also present with sensory or physical impairments and complex behavioural needs.

Our mission is to foster positive behaviour, enhance communication, support emotional wellbeing, and develop independence in daily life and learning.

Our School Values:

¿¿ Be Safe ¿ We create environments that promote the wellbeing of every member of our school community.
¿¿ Be Respectful ¿ We value each individual¿s strengths and differences.
¿¿ Be a Learner ¿ We embrace challenges, learn from mistakes, and persist to achieve success.

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

• Liaise with and provide information to parents, staff and students about school administration procedures and policy.
• Provide a document preparation service for the school community.
• Coordinate the distribution of school newsletters, circulars and other documentation to be provided to the school community.
• Provide administrative support for specific school programs.
• Liaise with service providers, welfare agencies and relevant organisations to facilitate student referral.
• Develop and adapt work methods and organise systems of classification, maintenance and ordering in a school resource centre.

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 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 [email protected]

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

This position will be a part time position, assisting in the classroom 5 days a week. You will be required to attend Unit Meetings and Staff Professional Learning as scheduled each week.

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