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About the role
Opening in 1973, Emerson has made a huge impact in the Specialist School sector pioneering various initiatives which all result in a better, more inclusive learning environment for the students. The success of educational programs at Emerson School gathered momentum in the 1990¿s. The school reached an enrolment of 200 in 1995, which was previously beyond the wildest dreams of special educators.
The trend continued unabated with an enrolment of 300 being reached in 2003. The figure of 400 was reached in 2013, which has been maintained to this day. It is wonderful to be part of the Emerson educational environment where young five-year-olds are learning to optimize their learning capacity and 18-year-olds are developing a strong sense of independence and personal ambition.
Emerson has developed an outstanding reputation for its Vocational Pathway Certificate studies that now include the following options: -
On paper, our school provides for students with mild intellectual disabilities. However, we are unlocking the skills and talents of students who formerly were unaware of their potential to learn and contribute to our society. Our school now operates on two campuses whereby its capacity to serve the students of Victoria has been greatly enhanced and includes a brand-new Administration-Senior School Block which opened its doors in July 2023. The creation of a new Technology Wing opened August 2025. At Emerson School we are committed to unlocking the potential within every student.
This concept has truly captured the spirit and essence of our school. Once students enrol, they embark on a scholarship journey whereby they defy previous educational assessments of their limitations. Emerson School, The Home of Specialist Education since 1973.
The school must enter Selection Criteria as developed by the school for Education Support positions at this level and range. Delete this statement as part of that process.
Role[Attendance requirement for this position]
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.
Qualifications Required
An approved qualification in occupational therapy, acceptable for membership of the Australian Health Professionals Association.
Diversity and InclusionThe 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.
Child Safe StandardsVictorian 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 ValuesThe 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
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