Occupation: Education and training Location: Melbourne - Southern suburbs Reference: Location Profile Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne.We currently have over 1200 students, from over 60 cultural backgrounds.
We have approximately 190 staff, comprising of Teaching and Educational Support staff.At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence.Our vision of learning is underpinned by our values of Respect, Learning and Working Together.Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers.Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences.Several years ago, we redesigned our learning program to enable students to excel through a researched based, future focused model of student empowerment.
In 2022, we made structural changes to our Sub Schools.Following extensive collaboration and consultation with students and staff, our new House System was launched.
Students and staff are now aligned with one of our four Houses:Hollows, Freeman, Mabo, and Walton.Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas.Our new House System has already created a stronger sense of connection amongst both staff and students, and we see Houses as being a powerful way to enhance student engagement and sense of belonging.
At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students.Building upon our already extensive and intensive interventions that sit within our MTSS Framework, we have bolstered and extended these supports through refining our Literacy and Numeracy programs.
As always, the programs for our at-risk students are mirrored by the opportunities offered to our High Ability students.
Selection Criteria SC2Demonstrated capacity to work and collaborate with others in a team.
SC3 Possess the technicalknowledge and expertise relevant to the position.
SC4 Demonstrate an ability to work with vulnerable cohorts of students and develop positive relationships with students, including those with challenging behaviours.
SC5 A commitment to professional learning and growth for both self and others.
Role A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employee's ordinary hours of work.Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.
Additional paid leave - education support class A full-time education support class employee is entitled to 228 hours (30 days) additional paid leave in respect of each calendar year.
Part-time employees receive additional paid leave entitlements on a pro rata basis calculated according to the time fraction worked.
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 Who May Apply These roles are identified positions and are available for Aboriginal and Torres Strait Islander applicants only.
Key Responsibility Areas 1 Classroom / Program SupportAssist students on an individual or group basis in specific learning areas, under the direction of the classroom teacherAssist with the communication between students and teachers, particularly the interpretation of instructionsProvide basic physical and emotional care for studentsProvides basic support and supervision for individuals or groups of up to 4 students within a classroom settingPromote an inclusive setting by understanding and anticipating situations in which non-verbal students might have difficulties, and act as a buffer and support to facilitate the most positive outcomes possibleSupporting students in applied learning programs and students with behaviours of concernUnder the direction of a teacher, assist with the supervision of students to ensure their own and/or other students safety both inside and outside the classroom, in school grounds, camps, excursions, sporting activities, therapy activities and life skillsProvide teachers with insight into the students cultural and/or special needs background and experiencesAssist with development of student profiles, including detailing the effective use of classroom and individual strategiesAssist in the preparation of student resources and equipmentObserve students and inform the teacher of relevant learning and behavioural issues as necessaryParticipate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievementSupport students involved in external programs ie Vocational Education and Training (VET) 2 CommunicationWhen requested, assist with communication between parents/carers and the schoolParticipate in team meetings, take minutes as required and arrange distribution after verification by Learning Support CoordinatorParticipate in Student Support Group meetings, take minutes and forward to Learning Support Coordinator for distributionMaintain confidentiality of privileged information, to which the LSO is privy, by virtue of the roleUndertake training in areas identified to maximise support for vulnerable cohort of students 3 Data CollectionKeep a documented record of student(s) progress/observations through case notes 4 Other DutiesUndertake other duties related to the role as directed by the Student Services Leader and/or Learning Support CoordinatorParticipate in professional development and training to maintain the expected level of knowledge of current and best practice in the major areas of responsibility associated with the roleOther duties as directed by the Principal Who May Apply These roles are identified positions and are available for Aboriginal and Torres Strait Islander applicants only.
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.
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📌 Ed Support Level 1-Range 2 - Learning Support Officer - Aspiring Koorie Teachers Now Program
🏢 State Government Of Victoria, Australia
📍 Melbourne