SC1    Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2    Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3    Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4    Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5    A commitment to professional learning and growth.

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices.  Deviation from established procedures will require reference to others for guidance and direction.  Assistance is readily available when problems arise.  An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others.  More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

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.

Qualification requirements do not operate at range 1.  Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

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

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.

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

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

• 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

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Lyndhurst Secondary College (Years 7-12) is situated just north of Cranbourne in the south-western corner of the City of Casey – one of the fastest growing municipalities in Australia. Our College has an enrolment of 740 students. Over recent years the cultural mix of the College has changed with our student population now coming from a large number of cultural backgrounds.

With regard to facilities, the College has a large, double-court Gymnasium, Drama Theatre, a large Library, as well as significant facilities in specialist areas: Music, Food Technology, the Visual Arts, a Trade Training Centre (Automotive), separate Wood and Metal technology rooms, as well as extensive Science based classrooms. The College also has a dedicated `English/Literacy Centre’ to support the Workshop Model approach to teaching English as well as our literacy program. The College also supports a one to one student netbook program.

The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment which champions individual differences, excellence and integrity in order to develop open-minded citizens capable of contributing confidently and responsibly to an ever-changing world. We aim to be a progressive learning community whereby we are, ‘Empowering students for learning and life’. Our core values are excellence, commitment, integrity and respect, with an overarching belief in high expectations for all.

The College has a clear focus on maintaining an orderly environment. We recognise that positive student behaviours are most effectively supported through relationship-based, whole-school and classroom practices. Lyndhurst Secondary College has firmly embedded a practice of ‘Routine and Respect’, as an approach to the maintenance and consistency of order. Our award winning ‘Multipride’ program celebrates cultural diversity and also promotes harmony within the school. In addition to this we have a highly effective Wellbeing Team.

Presently the major focus for staff is to develop classroom pedagogy through a range of evidence-based teaching and learning strategies, in an effort to further improve outcomes for students. In addition, teachers meet regularly and work collaboratively in smaller Professional  Learning Teams. These teams collect and analyse student assessment data in order to inform teaching practice. The objective is to teach to each student’s point of need, regardless of where they on the learning continuum.

To meet the individual needs of our students we offer a range of flexible learning options and support programs. We also have a wide range of co-curricular programs. As a smaller school, we believe in getting to know our students well and we use these programs as just one of the ways to engage and learn more about the young people with whom we work. We understand the importance of ‘student voice’ in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community.

The current College Leadership Team profile consists of the Principal, four Assistant Principals, one Teaching and Learning Leader, four Sub-School Leaders (aligned to Junior Year Sevens, Junior Year Eights, Junior Year Nines and Senior School), one Community and Innovations Leader, a Student Voice Leader and the College Business Manager.