Ongoing Graduate Teacher - Special Education - Northern School for Autism

Location Profile  

MULTI-CAMPUS SCHOOL - VACANCY IS NON-SPECIFIC TO A CAMPUS

NSA School Vision

"Learning for Life"

Northern School for Autism strives to be a centre of excellence.  Students are supported towards developing their personal and educational potential, so as to be valued contributors to family and community life.

School Values: Trust, Understanding, Safety

School Overview

Northern School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism ranging in age from 5 to 18 years.  The school was established in 2006 and currently operates across two campuses located in Reservoir and Lalor.  Reservoir is an Early and Middle Years campus; Lalor is a Later Years campus.  The school also coordinates a satellite program at Norris Bank Primary School.  Class-groups generally comprise of six to ten students of similar chronological age.  Teachers, teacher aides and therapists (speech pathologists and occupational therapists) work in teams of two or three in each classroom, supported by specialist teachers (PE, Art and Music) as well as a team of leading teachers.

School Structure

The school is divided into sub-schools according to the stages of schooling (ages approximate):

- Early Years ~ 5 - 8 years.

- Middle Years ~ 9 - 14 years.

- Later Years ~ 15 - 18 years.

Pedagogical Philosophy

The community of Northern School for Autism believes that to succeed in the world, students need to develop the capacity to:

• Manage themselves as individuals in relation to others.
• Understand the world in which they live.
• Act effectively in that world.

Teaching and Learning

Northern School for Autism implements a teaching approach that builds on individual student's strengths and skills.  The educational programs accommodate the particular impairments associated with autism; teaching and learning programs centre upon developing students' interpersonal/personal skills, communication skills and executive functioning.  Emphasis is placed on promoting social skills, assisting students develop their imagination and play skills, as well as supporting students learn to manage and self-regulate their emotions and behaviour.  Programs are designed to accommodate individual student's needs and interests.  Teachers are trained in autism specific pedagogy (structured teaching) and work in accordance with the autism specific Northern School for Autism, Teaching and Learning Protocols.  Staff members deliver programs in a consistent, autism `friendly' manner across the whole school.  All students are encouraged and supported to become independent, life-long learners.  NSA is proud to implement a School-wide Positive Behaviour Support approach.

Individual Learning Plans and Student Support Group Meetings

NSA has developed an autism specific curriculum which incorporates AusVELS and (in the Later Years) an Applied Learning Program.  Each student's current level of performance is identified, and programs are implemented to address their individual learning needs.  Termly Individual Learning Plans are developed for each student through discussion with parents/carers, teachers, education support staff and other professionals at Student Support Group (SSG) meetings.  Individual progress is formally recorded and reported upon at termly SSG meetings and in written reports to parents/carers.  Teachers use a variety of formal and informal measures to ensure students are meeting their individual educational goals.  Individual student progress, as well as student progress across the whole school is assessed formally via the on-line Abilities Based Learning Education Support (ABLES) program.

Prospective employees seeking a position at NSA must be prepared to commit to a school with high expectations of the workforce.  The work is demanding due to the complex needs of the learners.  Applicants must be willing to:

• Work in multi-disciplinary teams,
• Deliver programs within the school's instructional model,
• Be reflective practitioners and be able to receive and act on feedback,
• Be physically fit and mentally alert,
• Work at either campus and/or with all age groups/cohort of students.

Applicants without experience must be willing to take a high level of direction in order to develop the skills and knowledge required, as well as participate in comprehensive induction and PD programs.

Program Benefits 

This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment. 

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.
  
• Conditions of Employment 

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. 

The appointment of successful applicants will be made subject to satisfactory pre-employment conditions check. 

A probationary period may apply during the first year of employment and induction and support programs provided. 

Eligibility for incentive payments: 

• The successful candidate is committing to a minimum of 1 year employment at this school. 
• The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy. 
• The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence. 

EEO AND OHS Commitment 

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). 

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: [email protected]