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Learning Support Officer 2

Job posted: 24/11/2022
Applications close: 07/12/2022 (Midnight)
9 days remaining

9 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 27/01/2023

Organisation: Education and Training

Salary: Salary not specified

Occupation: Education and Training

Reference: 1318277

Reference: 1318277

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

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

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 and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

Please ensure that your application includes:

  • a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • a section addressing the selection criteria and the requirements for application under the Who May Apply section
  • names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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 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

Location Profile

Berwick College began in 1977 as Berwick High School, with an enrolment of 113 students growing to an enrolment of approximately 1720 this year. It has grown into a well-established and vibrant community where thousands of students, including second generations of families, have experienced their secondary education.

Berwick College offers an impressive number of pathways including VCE, VCAL and VET. Students receive significant counselling in choosing a pathway which suits their level of ability and career aspirations. The High Achievers’ program caters for gifted and talented students, while applied learning programs cater for students who wish to follow a more ‘hands-on’ pathway.  We have a comprehensive sports program with excellent facilities including hockey pitches, tennis courts, netball courts, dance studio and a stadium.  We have a Basketball Academy and a Dance Academy. We also have two bands and an instrumental music program.

Berwick College values its links with the local and wider community. It has a shared use agreement with the City of Casey for the Berwick Leisure Centre, Edwin Flack Oval and the athletics track. These facilities adjoin the college grounds. The College, in partnership with The Rotary Club of Berwick, holds two Presentation Balls each year. Our camps program has students going to destinations within Victoria, interstate or overseas.

Our College Prospectus provides an overview of our College Programs: Berwick College Prospectus

Our focus is on gaining the best possible outcomes for our students. Although we are not a Select Entry school we contribute significantly to Nossal High School, as one of the highest contributors in the state. Most of our High Achieving students choose to remain with Berwick College, and we are very proud of the achievements of all of our students. Our academic achievements are particularly evident in the senior years, where both VCE and VCAL students perform admirably.

At Berwick College we aim to provide a learning community through…

EXCELLENCE IN LEARNING: Berwick College fosters the pursuit of knowledge and skills. We strive to do our best, we consider new ideas and encourage best practice, and we select our learning opportunities.

RICH AND VARIED PATHWAYS: Berwick College aims to prepare each person for diverse pathway choices and to make a successful transition into further education, training and employment.

POSITIVE RELATIONSHIPS: Berwick College uses democratic processes in its decision making and promotes social justice and equality of opportunity. We treat others with consideration and understanding, we are truthful and trustworthy, and we work with others.

PERSONAL GROWTH: Berwick College values the unique qualities of each person and accepts their worth as individuals. We meet our expectations, we are accountable for our actions and we work with effort, energy and persistence.

Our students are placed in one of eight Learning Teams in order to build strong relationships with the home and to personalise our processes. Each Learning Team has eight Home Groups lead by a Home Group teacher to ensure our students and families have a familiar staff member as their first contact. The best interests of our students is our guiding principle and we work closely with our families to get the best possible outcomes.

We are proud of our reputation as an excellent school and the breadth of learning opportunities provided to our students. The College Council and staff continue to work together to further develop and consolidate the many pathways and programs on offer here at Berwick College.

Our students are placed in one of eight Learning Teams in order to build strong relationships with the home and to personalise our processes. Each Learning Team has eight Home Groups lead by a Home Group teacher to ensure our students and families have a familiar staff member as their first contact. The best interests of our students is our guiding principle and we work closely with our families to get the best possible outcomes.

Our Values – ICARE

At Berwick College we are implementing School Wide Positive Behaviour Support within our school. This form of Behaviour Management varies from many historical behaviour management plans in that School Wide Positive Behaviour Support (SWPBS) operates on the premise that as well as being learners of Literacy and Numeracy, children are also learners of behaviour. Under this model, it is the role of the teachers (and school community members) to explicitly teach children appropriate behaviours and to set explicit behaviour expectations. The program also recognises that some children are more skilled in this area than others. 

Berwick College’s ICARE Program: Our school community has identified and defined our five school values: (Inquiry – Our Learning, Cooperation – Our Community, Achievement – Our Growth, Resilience – Our Character, Empathy – Our Awareness).

GUIDING PRINCIPLES:

As students come to the end of their journey at Berwick College, we aim for them to:

1. Possess the life skills which enable them to face challenges with confidence, resilience, empathy and respect.

2. Be adaptable to change and embrace on continuous learning through problem solving, creativity and thinking critically.

3. Have a continuing sense of community, both locally and globally and an awareness of the importance of the environment.

Dedicated teachers, wellbeing staff, career guidance and transition programs ensure our students are well supported and well cared for throughout their school life.

Learning Support Officer 2

Job type:

Full time / From 27/01/2023

Job classification:

Not provided

Contact:

Meagan Hilton | 03 8768 1000

Learning Support Officer 2