Applications close Wednesday 25 June 2025 at 11.59 PM Overview Overview Work type: Part time Salary: Salary not specified Grade: Ed Support Level 1-Range 2 Occupation: Teacher Location: Colac-Otway Reference: Location Profile Lake Colac School is located in the regional town of Colac and provides high quality curriculum, wellbeing and therapy programs for students with special learning needs from Early Education to the year they turn 18.
We span a large catchment area of students from the local district, including the coastal region.
All school age students have a diagnosis of intellectual disability, ranging from mild to profound, whilst many students also have associated social, emotional, behavioural, sensory or physical impairments.
Around one third of students are on the autism spectrum.
The Early Education Program caters for children 2.8 to 4.8 years of age who present with delays in two more developmental areas.
Teachers met in a Professional Learning Teams (PLTs) and as Professional Learning Communities (PLC) and are focused on creating a positive school climate and improving their professional practice.
We strive to provide differentiated curriculum practices for students with disabilities within and beyond the school into the wider education community.
We recently located to a brand new school site in Colac and adopting a new name, Lake Colac School, from the beginning of 2024.
LCS offers an Early Education Program (EEP) for children who have a developmental delay.
EEP is an educational program which uses the Victorian Early Years Learning and Development Framework (VEYLDF) and develops and promotes each child s social and emotional skills through guided play, as well as creative and structured activities.
EEP is based around developing skills which promote fine and gross motor co-ordination, language and communication, cognition and self-care.
LCS recognises and values the importance of parents and professionals working collaboratively as partners to achieve the best outcomes for each individual within our care.
We promote positive student wellbeing and engagement through implementing a whole school Social and Emotional Learning Curriculum that builds and strengthens students personal and social capabilities.
Our school curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with an intellectual disability.
Individual Learning Plans are provided for every student with the necessary adjustments made in order for students to engage in curriculum content as well as demonstrate their knowledge, skills and understanding.
The Curriculum taught and assessed from Foundation to Year Ten is the Victorian Curriculum F-10 encompassing the Towards Foundation Level Victorian Curriculum, Levels A-D.
Students in their final years of schooling have a managed individual pathways plan and, where applicable, a careers action plan.
This includes Enterprise Education, work experience and the Duke of Edinburgh program.
LCS was established in 1985 and is now located in Colac s West, near Lake Colac, where services are provided to eligible students from Colac and the surrounding district, including the coastal region.
The current student enrolment at LCS is approx.
85 FTE and has 14 EEP children.
It prides itself on providing a high-quality education for all students in a safe and secure learning environment, where kids come first.
The school has a Strategic Plan () and its Annual Implementation Plan incorporates the Framework for Improving Student Outcomes 2.0 (FISO).
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 requirement for this position 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 Responsibilities may include:Provides routine support for teachers including assisting with planning of student routinesSupports communication between teachers and parentsCommunicates with teachers on routine matters related to students and/or other responsibilitiesProvides basic physical care and wellbeing support for students such as toileting, meals, and liftingCommunicating with student/s to support comprehension of basic tasks and informationAddresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedureProvides basic support and supervision for individuals or groups of up to 4 students within a classroom settingSupports 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 programsProvides medical intervention support to a student/s, under specific conditions, with appropriate training and guidanceProvides 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 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.
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