Complex Behaviour Support ES1-2 plus higher duties

SC1 ¿ Building Relationships and Supporting Students
Demonstrate how would you build positive, trusting relationships with students who demonstrate complex or challenging behaviours and support them to feel safe, understood and engaged at school?

SC2 ¿ Knowledge, Skills and Team-Based Practice
Demonstrate how do your skills, experience and knowledge of behaviour support prepare you to work collaboratively with teachers, education support staff and other professionals to provide consistent support for students with complex behaviours?

SC3 ¿ Responding to Complex and Escalating Behaviour
Describe a time when you supported a student demonstrating complex or escalating behaviour. What strategies did you use, how did you communicate and work with others, and what was the outcome?

SC4 ¿ Communication, Reflection and Professional Growth
Demonstrate how you would you provide advice and support to colleagues, reflect on the effectiveness of behaviour support strategies, and contribute to ongoing professional learning and improvement in team practice?

The Complex Behaviour Support ES will work under the direction of the Principal, Assistant Principal and Leading Teacher Secondary School to create a positive climate for learning focusing on the following:

• student wellbeing 
• staff capacity building
• managing complex behaviours
• assessing complex behaviours and implementing evidence-based interventions to promote positive behaviour change

Skills and Capabilities:

To be successful in this role, the employee needs to have the following skills and capabilities:

• Demonstrated successful experience working with students with complex behaviours.
• Evidence of well-developed oral and written communication skills with an ability to use these to engage with stakeholders including students, teachers, school leaders, carers and families, and specialist services to influence change and manage complex issues.
• A willingness to learn new techniques and approaches.
• Demonstrated capacity to use evidence-based practices to assess, plan, and implement behaviour support plans and strategies tailored to the unique needs of each individual student.

Dimensions of work include:

• Perform and/or supervise tasks that are carried out in accordance with SWPBS guidelines, accepted DET practice and school policy. This may include the supervision and coordination of other education support staff within the work area or educational program.
• Supervision and coordination to ensure routine tasks are performed to required standards.
• Specialised support and accountability to achieve the goals of our AIP related specifically to creating a positive climate for learning for students and staff.
• Provide support to teachers, education support staff and students that promotes positive engagement and enhances wellbeing.
• Assisting staff with data collection, identification of behaviours of concern, development of strategies and behaviour support plans, implementation and review.
• Undertake Protective Intervention Training 
• Supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher, may be necessary.
• Support students with specific social and emotional needs to engage with school.
• As required, contribute to the development of high-quality programs that promote wellbeing and engagement throughout the school.
• Facilitate intensive support for students with specific social, emotional and educational needs through school-based interventions and case management as required.
• Assess, plan and intervene in wellbeing programs for students with specific social, emotional, and educational needs who are at risk of disengaging from school.
• Advise the LT and Principal Class of any critical incidents impacting upon a student¿s wellbeing in a timely manner.
• Adhere to all relevant policies as set by Burwood East SDS.
• If required, attend relevant student support group meetings.
• Report any concerns to LT &  PCO and if required, to relevant external services such as Child First or Child Protection within a timely manner.
• Work as a member of the Complex Behaviour Support Team, adhering to the agreed protocols.
• Attend Complex Behaviour Support meetings and further professional learning as required.
• Promote student rights, engagement and wellbeing.
• Exemplifies the BESDS expectations and ensure that all practises align with these three expectations:
  • Safe: will this enhance student and staff safety?
  • Communication: support students individual modes of communication enhancing relationships with students, staff, families and the community?
  • Learner: are students and/or staff teaching/learning?

Responsibilities may include:

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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.

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

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

Description and Location

Burwood East Special Developmental School provides educational programs for primary and secondary school-aged students with a moderate to severe intellectual disability. Some students may also have other areas of need, such as sensory and physical impairments and/or autism spectrum disorder. 

The school is a purpose-built facility located in a quiet residential area in Burwood East and provides a safe and inclusive learning environment. Learning areas include well-equipped classrooms, dedicated specialist spaces and multiple outdoor learning areas.

The school currently caters for a total of 80 students, with an enrolment of 68 school-aged students and 12 pre-school students enrolled in the Early Education Program on a part-time basis. School-aged students attend school daily from 9:00am to 3:00pm. 

The school¿s designated transport zone covers eastern suburbs, including the suburbs of Nunawading, Blackburn, Box Hill, Burwood, Balwyn, Hawthorn, Kew, Doncaster, Templestowe and Vermont South. Eligible school-aged students living within the designated transport zone have access to free transport to and from school.

Curriculum

We follow the Victorian Curriculum F - 10 V.2.0 to plan individual learning for students, and we also offer the ASDAN programs for our senior secondary students in preparation for their post-school transition. Teachers collaborate via the Professional Learning Community structure with the supports of dedicated curriculum leaders. 

Students¿ learning and wellbeing outcome improvement are at the centre of every decision at Burwood East SDS. A teacher at Burwood East SDS is also seen as a learner, together we aspire to provide the very best education for students. We celebrate diversity and individuality, providing a safe and mutually respectful environment. An emphasis is placed on students developing skills, knowledge and independence that they will use as young adults in their post-school life.

Staffing

The school is staffed with 14 classroom teachers, 3 specialist teachers, 19 teacher assistants, 2 occupational therapists, 2 speech pathologists, a music therapist, a consultant physiotherapist, a mental health practitioner, a family support coordinator, an NDIS navigator, admin support team and leadership team. The team collaboration is vital to providing support to our transdisciplinary approach to student learning.

Community Involvement

Burwood East SDS encourages parent and community involvement. Participation in curriculum and social activities, celebration of student achievement and special events is valued and encouraged. Parents/carers frequently participate in organised parent activities such as information sessions and social events.