Student Welfare And Management (Ed Support Level 1-range 4)
South Gippsland Specialist School is located on the Leongatha Educational Precinct. The school community is committed to providing high quality educational opportunities for students aged between 5 and 18 years of age who have been diagnosed with an Intellectual Disability so that they become empowered members of their community. S.G.S.S. operates within a strong framework of values and behaviours based on Respect, Learning, Safety, Teamwork and Social Justice. Our school was purpose built to accommodate a variety of different needs. It has some fantastic resources for teaching and learning, some of which include a hydrotherapy pool, multipurpose hall, extensive fruit and vegetable gardens, chicken coop, multimedia room, generous sized classrooms and a café style kitchen that opens up to an outdoor alfresco setting.
School Wide Positive Behaviour Support Program
At South Gippsland Specialist School, the whole school community supports the use of positive behaviour support strategies to teach our students how to act in an appropriate manner. Positive Behaviour Support is a term encompassing strategies and methods that aim to increase quality of life through the teaching new skills and adjusting the environment to promote positive behaviour changes and reduce challenging behaviour. The Code of Conduct for students is consistent with Department of Education and Early Childhood guidelines and regulations and is based on the principles of: Everyone has the right to learn, Everyone has the right to be safe, Everyone has the right to be respected by being friendly
Our school provides a broad curriculum that is designed to foster opportunities for students to reach their full potential academically, socially and emotionally. Student progress is assessed using the Victorian Curriculum. Our dedicated staff adopt a flexible approach to teaching and learning bringing with them a variety of skills, interests and experiences to enhance programs. There is a strong commitment to the development of the whole child and we are sensitive to individual student abilities and circumstances. Our supportive environment encourages students to be enthusiastic learners. Our broad curriculum aims to encourage our students to function independently and cooperatively within the school and local community maximising potential in all areas of development. Students have the opportunity to participate in a broad range of programs that allow them to have an enriched experience throughout their years at our school. Some of these programs include Literacy, Numeracy, Communication, Art, Science, P.E., Sport, Swimming, Music, ICT, Kitchen Garden, Life Skills, Sensory, Community Access and Work Experience.
South Gippsland Specialist School fosters the involvement of the wider school community in its programs and activities. We value the partnerships between home and school and work intensively with our students to assist them in understanding their role as community members. Volunteers can enrich the learning experiences of students and make a difference to the school community. We welcome enthusiastic persons interested in this role.
Ensuring any child is happy and safe at school is important. The South Gippsland Specialist School community is committed to providing a safe, caring and positive environment where student and parent concerns are listened to, discussed and followed up. We believe strongly in the teaching of social skills to establish, maintain and develop positive social relationships. We aim to teach children to manage interpersonal skills, to contribute collaboratively and constructively to peers, family, school and the community. The Principal and staff have the responsibility to implement the Code of Conduct fairly and consistently. Parents and guardians have the responsibility to support the school in its efforts to maintain a positive teaching and learning environment. The students have the responsibility to work, learn and play to the best of their ability and to be polite, fair and friendly.
SC1 Understanding of common approaches, policies, programs and research relating to student wellbeing in particular to students with disabilities.
SC2 Experience in the delivery of student and family wellbeing services in a relevant setting and, preferably experience working with specialist schools in the area of student wellbeing for students with disabilities.
SC3 Demonstrated experience in the coordination of services and the provision of information, support and consultation.
SC4 Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
SC5 Demonstrated ability to design, deliver or coordinate professional development in the area of student, family or youth wellbeing for students with disabilities.
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 2.6.1 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.
Support a comprehensive and integrated framework to coordinate the schools response to the wellbeing needs of students and their families, with an increasing emphasis on early intervention strategies and approaches through consultation and the development of programs, procedures and policy.
Provide high quality advice and support to the whole school community, in the development and implementation of programs, procedures and policies on the wellbeing of students. Particularly those students and families at risk of disengagement from schooling. Priovide high quality service to link families who are expereincing difficulty accessing external support agencies such as but not limited to: The NDIS, respite, parenting programs, Autism support Networks, ISP's, early intervention. The Social Worker role will be to link these families with external agencies to support them.
Collaborate with school staff, Student Support Services and support agencies to develop and implement a range of programs and interventions with students and the school community that fosters resilience, improved attendance and responds to identified social, emotional and educational needs.
Increase awareness, understanding and skills of staff in the area of student wellbeing as outlined in the Effective Schools are Engaging Schools - student engagement policy guidelines and Framework for Student Support Services in Victorian Government Schools, particularly primary prevention and early intervention.
Establish and maintain links with Student Support Services, school networks and relevant support agencies with a view to optimising and coordinating service provision to students and families at risk of disengagement from schools
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