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Inclusion Support (Ed Support Level 1-Range 2)

Job posted: 08/05/2024
Applications close: 21/05/2024 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Geelong

Job type: Part time / From 27/05/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1414650

Reference: 1414650

Occupation: Teacher

Salary Range: Salary not specified

Work location: Geelong

Selection Criteria

SC1  Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2  Demonstrated capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4  Possess the technical knowledge and expertise relevant to the position.

SC5  Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6  A commitment to professional learning and growth for both self and others.

Role

This position will be five days per week from 8.45am til 3.20pm.

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

  • Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
  • Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
  • Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
  • Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

  • 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

Who May Apply

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

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: brett.west@education.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:

 Child Safe Standards: Policy | education.vic.gov.au

DE Values

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

Location Profile

Lara Secondary College will be in its twentieth year of operation in 2023.  We have built the school with a clear vision for continuous improvement with the student at the centre of all that we do. Our vision and direction is guided by our values of EXCELLENCE, TEAMWORK, COMMITMENT AND RESPECT which is centred on our College Motto ¿ Realise Your Potential.

Our agreed purpose is to ensure that all students are successful in reaching their potential in the shared knowledge that all students can learn. The College offers a rich and broad curriculum across all year levels. Students in Years 7/8 work in ¿pods¿ of two classes enabling high levels of monitoring, learning and differentiation with two core teachers to ensure that strong relationships are built as student¿s transition to the secondary setting We also have a broad range of elective-based subjects at Year 10, and we offer many opportunities for students to select their VCE or VCE Vocational Major/VET subjects according to their academic passions.

Lara Secondary College is committed to work as a Professional Learning Community (Defour and Defour) and we are committed to working collaboratively to establish a guaranteed and viable Curriculum as well as closely monitoring student learning and ensuring that a structured process of intervention is in place to ensure that ¿all students learn¿. 

At Lara Secondary College every student is supported to be their best and learn to their full potential in an environment where teachers are passionate about their work and their students.   

The College has a strong focus on delivering high quality teacher practice via the implementation of a Common Instructional Model, which focuses on the 9 High Yield Teaching Strategies outlined in Dr. Jane Pollock's book ¿Classroom Instruction that Works¿ (Marzano, Pickering & Pollock).

School Wide Positive Behaviours is our framework for the ongoing support and development of student wellbeing.  These priorities are embedded in our practice and enable the school to be clearly focused on the work that is critical to student success. We know that relationships between students and teachers have a large impact on student learning and our work. We understand that students learn best when they relate well to their teachers, when they feel safe and secure.

Our intensive pastoral care curriculum across Years 7 - 12 includes a structured program to support the development of academic success, individual self-esteem, learning confidence, resilience and persistence, as well as the essential ability to relate positively to others. We pride ourselves on strong and positive relationships between staff and students and work with passion and enthusiasm to ensure that every student gains the maximum benefit from their secondary education at Lara Secondary College.

Lara Secondary College has a very strong focus on the five main areas listed below:

Common Instructional Teaching Model

All teachers at the College deliver their lessons in an agreed Common Instructional Model based on the implementation of 9 evidence based High Yield Teaching strategies. Such teaching strategies are implemented in order to gain high level achievement growth for all students across Years 7 ¿ 12. Teaching staff regularly collaborate to ensure high quality teaching strategies are implemented across every class within the College.

Student Engagement Policy

The College implements very clear guidelines in relation to student management and health and wellbeing. Such clear and concise documentation enables all people involved with our College to develop a real sense of pride and belonging to the College. Respect of oneself and each other is a strong focus of the College.

School Improvement Policy

We believe that all students learn at different rates. It is for this reason that all students from Year 7 ¿ 10 have the opportunity to improve their first result on a Common Assessment Task, if they believe with an extra week of study and more effort, they will fully understand the topic being studied and therefore obtain a better grade. We provide opportunities for all students to understand that the amount of effort they place into their studies will ultimately determine their level of academic success. `Attitude not Aptitude, will determine your Altitude¿

Academic Scholarships at Year 7 and Year 10

The College offers Academic Scholarships at Year 7 and Year 10 to the value of $500 each year for 3 years duration. The Academic Scholarships help support those students who are academically talented and ensure they are financially supported in reaching their high academic potential throughout their years in secondary school. Such students are also able to access our Year 7 ¿ 9 Enrichment Classes where they will undertake more challenging curriculum work, amongst students of similar abilities.

Extra ¿ Curricula Programs

The College offers a wide range of Extra ¿Curricula Programs including Performing Arts Evenings, Senior and Junior Music Evenings, Inter School Sports, Youth Parliament, Homework Club, SRC Leadership Involvement, School for Student Leadership Program, Year 9 Connections Program, International Exchange Programs, Upstart Business Ideas Program and many more.

Inclusion Support (Ed Support Level 1-Range 2)

Job type:

Part time / From 27/05/2024

Job classification:

Ed Support Level 1-Range 2

Contact:

Luke Skewes | 03 5282 8988

Inclusion Support (Ed Support Level 1-Range 2)