Overview
Work type: Full time
Salary: Salary not specified
Grade: Ed Support Level 1-Range 4
Occupation: Other
Location: Northern Metropolitan
Reference: 1478573
Location Profile
MULTI-CAMPUS SCHOOL
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 students 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.
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.
Selection Criteria
1. Demonstrate understanding of the implication of autism on student learning. This includes an awareness of structured teaching.
2. Demonstrated ability to plan and deliver Music therapy programs to support student learning in a specialist setting.
3. Demonstrated high level communication skills and the ability to work as an effective member of large teams.
4. Evidence of a commitment to and participation in professional learning development activities and programs that enhance effective teaching.
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 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.
Responsibilities
The role will include, but not limited to:
Support of each students access to learning
Adherence to the schools policies, procedures and initiatives
Modelling, coaching and training for the classroom teams
Attend meetings as required by the school.
Provide small group Music therapy classes.
Participate in professional learning provided by the school.
Other duties directed by the leadership team.
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 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 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 marrungeducation.vic.gov.au
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 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 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
Applications close Monday 16 June 2025 at 11.59PM
Posted 03 June 2025
Action
Work type: Full time
Salary: Salary not specified
Grade: Ed Support Level 1-Range 4
Occupation: Other
Location: Northern Metropolitan
Reference: 1478573
Location Profile
MULTI-CAMPUS SCHOOL
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 students 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.
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.
Selection Criteria
1. Demonstrate understanding of the implication of autism on student learning. This includes an awareness of structured teaching.
2. Demonstrated ability to plan and deliver Music therapy programs to support student learning in a specialist setting.
3. Demonstrated high level communication skills and the ability to work as an effective member of large teams.
4. Evidence of a commitment to and participation in professional learning development activities and programs that enhance effective teaching.
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 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.
Responsibilities
The role will include, but not limited to:
Support of each students access to learning
Adherence to the schools policies, procedures and initiatives
Modelling, coaching and training for the classroom teams
Attend meetings as required by the school.
Provide small group Music therapy classes.
Participate in professional learning provided by the school.
Other duties directed by the leadership team.
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 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 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 marrungeducation.vic.gov.au
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 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 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
Applications close Monday 16 June 2025 at 11.59PM
Posted 03 June 2025
Action
Job ID: 479889875
Originally Posted on: 6/5/2025
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