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.

n 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.

Role Description

The purpose of the Inclusion Support Worker is to work effectively with teachers to provide support for students with special needs at school. The Inclusion Support Worker ensures that staff are kept informed of students¿ progress, wellbeing and learning needs. The Inclusion Support Worker works cooperatively with students, staff, parents and external agencies to support the learning and wellbeing of students.

Responsibilities

·         Assist Students on an individual or group basis in specific learning areas

·         Provide routine support for teachers including assisting with planning of student routines

·         Assist with the communication between students and teachers, particularly the interpretation of instructions

·         Provide basic physical care and wellbeing support for students such as toileting, meals, and lifting

·         Address immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure

·         Participate in team meetings

·         Assist with toileting, meals, lifting, and administering of medication to students requiring special care

·         Assist with supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills

·         Assist in the preparation of student resources and equipment

·         Prepare basic curriculum support resources

·         Set up an put away equipment and materials in support of teaching programs

·         Observe students and draw the attentions of the teacher to them where necessary

·         Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement

·         Assist with communication between teachers and non-English speaking parents/students

·         Assist in the translation of documents

·         Assist students with the preparation of service meals

Welfare Related Duties:

·         To promote a safe and supportive school environment, providing basic physical and emotional care for student/s.

·         To ensure occupational health and safety regulations are met in providing support to students.

·         To abide by the school¿s Code of Conduct which expects and requires staff and visitors to ensure the protection of students.

·         To fully support the school¿s Child Safe Policy for the prevention of student abuse by identifying risks early, taking all allegations and concerns seriously, reporting to appropriate staff who have specific responsibilities regarding Child Safety.

Other Duties:

·         To maintain confidentiality of school records.

·         To conduct duties only in line with areas of expertise.

·         To attend all normal hours of work, regardless of the attendance of the student.

·         To ensure adherence to all Occupational Health and Safety guidelines specific to the work area.

·         To undertake other duties and responsibilities within the dimensions of work level as requested by the Principal.

Other duties as directed by the Principal/Assistant Principal or the Business Manager.

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

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.

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).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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

• 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

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.

Fitzroy High School, is a vibrant, progressive, medium-sized government secondary school, located in the inner city suburb of Fitzroy North. The school delivers a year 7-12 curriculum to over 500 Students. As well as students from Collingwood College enrolled in our shared senior Campus for year¿s 11 and 12.

The school is surrounded by residential housing, local shopping precincts and extensive parklands. It primarily serves students from the local area and nearby suburbs. Many students ride their bikes and walk to school. There are extensive public transport network close to the school that provide easy access for the school community and for excursions.

The school's physical environment consists of the original buildings and recent additions; there are various room configurations providing some flexibility of use. The grounds are quite small but are augmented by using local facilities such as Edinburgh Gardens. The grounds have had significant student input in design and construction and include a kitchen garden, school-wide and community composting system and indigenous gardens.

Vision

Fitzroy High School values children as individual learners who are full of potential and capable of excellence. Our students will be lifelong learners, reflective and creative thinkers, responsible and active citizens, and resilient and adaptable problem solvers able to navigate through an uncertain and constantly changing future.

Fitzroy is a learning community where students and teams of teachers work together to:

achieve high standards so that all students fulfil their capabilities in academic, intellectual, social, emotional and physical development;
celebrate diversity and embrace individual differences, including class, culture, race, gender, sexuality and ethnicity;
build a cohesive, compassionate and proud school community with a productive legacy for the future;
develop beyond our current capacity through continuous change and review; and
participate in and contribute to our wider community.
Philosophy

Fitzroy High School embraces a bold and ambitious dream: striving for excellence and equity. We aim to be a humane learning community in which teachers use relationships to deepen their knowledge of students.

This is in order to engage all of them in an intellectually challenging education based on powerful ideas, help them toward social maturity, and prepare them for a life of meaningful possibilities and active participation as Australian and global citizens.

The school places students at the centre of their learning and the structure of the school is organised around meeting the educational needs of our students.

With involvement of parents and carers, teachers support student to make choices about their learning and development, maximising their performance across a broad range of subjects and life skills.

Senior Programs Partnership

Fitzroy High School offers a comprehensive Senior Program including VCE, and VET certificates, and has been partnering with Collingwood College for over 15 years to co-deliver the Senior curriculum. The partnership allows both schools to be responsive to the needs and interests of students and provides the capacity to offer a greater range of subjects, compared to what would be possible stand alone. The two schools offered 116 classes this year across Years 11 and 12.

Our shared campus, Wurun Senior Campus was opened in 2022, has provided an exciting state of the art senior learning environment to accommodate the senior students of both schools.

The combined leadership teams of the two schools believe optimal senior student outcomes can best be achieved from well-integrated collaboration, while also maintaining the identities of two separate schools. The Partnership is designed to complement each school¿s strengths.

This position may involve working across both campuses.

Advice to Applicants

Prospective applicants are invited to refer to the school website for general information regarding Fitzroy High School  www.fitzroyhs.vic.edu.au

Written Applications

Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:

A specific response to all of the Key Selection Criteria and position details.  It is suggested that applicants limit their responses to no more than 1 to 1 1/2 pages (size 11) per criterion.
A Cover Letter providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.
A CV with a summary of experience and qualifications.
The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.
For ease of handling by the school, all documents (cover letter, cv and key selection criteria responses) can be combined and saved as one pdf and uploaded to Recruitment on Line attached to the selection criteria portal.  Please ensure that your name is included in the header of each document if you choose to upload separate documents.

Please note: The selection panel may contact referees other than those listed.