Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.  Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3.  Management of staff to achieve the expected outcomes is a key responsibility.  Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.  Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.  Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered.  Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

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.

Key requirements:

• Contribution to a child-safe environment, familiarity with and compliance with the school¿s child-safe policy and code of conduct, and any other policies or procedures relating to child safety.
• Must hold a Working with Children Check or have VIT registration
• Be enthused by and committed to this role, its responsibilities and its challenges

Linguistic skills:

• Native speaker proficiency
• Able to demonstrate language maintenance
• A comprehensive knowledge of the VCE study design
• Experience in teaching or working as a Language Assistant through to VCE level
• Clear understanding of the VCE Oral Examination structure
• Ability to contribute material/content and ideas for the detailed study

General Skills:

• Understanding of best practice in creating proficient speakers in the target language
• Can create materials to individual student needs to encourage their use of language and improve their overall language proficiency
• Ability to understand and meet the needs of individual learners
• Ability to give clear and constructive advice to individual students
• Ability to work collaboratively with the teachers, but also able to work independently with students
• Ability to create listening resources
• Maintain accurate records of student attendance and provide a progress report, once a month, to the teacher

Specific Role of the Language Assistants

• To help with VCE oral work preparation (general conversation and detailed study responses only)
• Excursions - language assistants are welcome to join excursions as guests but no payment will be given for attendance
• Private tutoring - Tutoring of Mac.Rob students is prohibited whilst employed as a Language Assistant at Mac.Rob

Teacher Supports the Language Assistants by:

• Preparing the timetable for students in conjunction with the Language Assistant
• Providing required materials 
• Working with the language assistant to monitor student attendance. It is the teacher's responsibility to follow up with students and receive feedback on student progress
• Monitoring attendance during expected hours
• Language assistants ahead of time of school events (at least two weeks if possible) that impact on sessions ¿ try to arrange another suitable day or else use the occasion as time-in-lieu for later in the year (the relevant paperwork needs to be completed by the teacher and then handed to the Business Manager)
• Implementing a `Plan B - flow chart' for students in cases where students are away so that they can swap with someone else, utilising the time available with the language assistants
• Requiring students to notify the language assistant and teacher of absences via email
• Direction for Classroom support role