Learning Support

Occupation: Education and training

Location: Barwon South West - Greater Geelong

Reference:

Location Profile Please submit your Cover Letter, CV and responses to the Key Selection Criteria as one PDF document titled with your name.

Please include the phone contact details of at least three referees.

Lethbridge Primary School is built upon a 150-year rural history. Within the Lethbridge Primary School 'Community of Learners', our School Values provide a foundation for the decisions, choices and actions of stakeholders in our school community. Our School Values are:

• Care
• Respect
• Resilience

Our school is proud of our strong focus on Student Engagement and wellbeing initiatives that include School Wide Positive Behaviour Support, Respectful Relationships and Restorative Practices.

Our school buildings comprise of five learning studios, a shared learning/resource space, a relocatable with two classrooms, an administration block, outdoor learning spaces and a multi-purpose room. These buildings provide a flexible, environmentally sustainable learning environments that supports our commitment to providing an engaging, child-centred and innovative curriculum that prepares our students to be productive, 21st century citizens.

Lethbridge Primary School has a dedicated teaching staff and specialist provision is provided through LOTE (Auslan), MARC Van, Physical Education, STEM and The Arts. We implement intervention and enrichment programs for students in literacy and numeracy. We currently have 113 students. Teaching staff comprises of six full time classroom teachers and additional teachers who share the teaching and learning of specialist subjects. Education support staff includes seven staff on varying time fractions who support students in classrooms and through small group intervention. There is also a full time Business Manager and part time administration support staff member.

In recent years, we have developed practices to improve curriculum innovation, collaborative team planning, student voice and inclusion. Collaborative teams work to address student learning data to inform their teaching and learning programs. This work is supported through common release time and the school s Learning Specialist. Student leadership has grown to include specific responsibilities for House Captains and Specialist Captains. House Games are a highly anticipated event each fortnight where students work collaboratively to earn House points and track their progress towards our monthly House rewards. Working in partnership with parents and allied health professionals has supported staff in understanding the needs and adjustments for students.

We are proud of the partnerships we have established with families. Families are actively involved in the school, particularly when celebrating student achievement, attending assemblies, and supporting fundraising efforts. We take pride in connecting with parents to support the success of our students in their learning and wellbeing.

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 Attendance Requirements for this position: The successful candidate for this position is required at school four days per week; 8:45am to 3:30pm.

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, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities Responsibilities may include:

• 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.

Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD)

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 . click apply for full job details