Location Profile North Geelong Secondary College is a single campus, academic Year 7–12 College in the northern suburbs of the City of Greater Geelong. It is a creative, caring and diverse College, where girls and boys grow into autonomous learners, engaging in imaginative and intellectually rigorous programs. Our students develop into mature and independent individuals, fully prepared for a life of meaningful achievement and active participation in our local and global communities. The current school enrolment is approximately 1000 students. North Geelong Secondary College provides the following programs; Select Entry Accelerated Learning program (SEAL) Scholarship program Yr 7-12 BYOD program STAR & ACE Literacy & Numeracy intervention programs VCE Tutorials Excellence in Sports program International Student program HPV, Human Powered Vehicle, Advance Program Performing Arts program English as an Additional Language program Resilience program (Middle school) Growth engagement program (Junior school) The College is a base for the Geelong English Language Centre since 2007. Approximately 30% of the students are from a Language Background other than English. The College has a commitment to personal excellence and the academic achievement for all students. The school values (Respect, Excellence, Achievement and Diversity READ), the cultural diversity of its student population, ensure that all students, regardless of their various abilities, needs and backgrounds, are actively supported in achieving their personal best. Opportunities are provided for students to gain the academic, social and personal skills necessary for the pursuit of personal goals and become productive and contributory members in the local as well, the global community. The college high expectations ethos encourages student creativity, initiative and leadership. It also supports students to develop the knowledge, skills, adaptability and curiosity for the future world of work and provide the foundations for lifelong learning. The College provides increased opportunities as well as academic rigor for students in the senior years with the greater uptake of the traditional VCE programs, the Vocational Major, Victorian Pathways Certificate, increased access to Vocational Education and Training (VET) programs along with a broad selection of pathways. Tours of the College are provided upon request. Please phone the College on 52405800 to book in for a tour. 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 Key Responsibilities DIBELS, Sounds-Write & Paired Fluency Intervention Groups: Working knowledge and experience in conducting DIBELS assessments Working knowledge and experience with literacy intervention programs Interpreting data Collating, timetabling, and running small group interventions Progress monitoring Record keeping Training provided for this position if required. Other Responsibilities ¿ Assist students on an individual or group basis in specific learning areas ¿ Assist with the communication between students and teachers, particularly the interpretation of instructions ¿ Provide basic physical and emotional care for students ¿ Participate in team meetings and profile meetings ¿ Assist students with the preparation and service of meals, and administering of medication to students requiring special care ¿ Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills ¿ Assist in the preparation of student resources and equipment ¿ Set up and put away equipment and materials in support of teaching programs ¿ Observe students and draw the attention of the teacher to them where necessary ¿ Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement ¿ Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition ¿ Assist in the preparation of equipment and purchasing of materials and supplies as required ¿ Other duties as directed by the principal. The Inclusion Support Aide will demonstrate outstanding support skills, comply with College & DE policies. This position description describes in general terms the typical duties which the Instrumental Music / Inclusion Support Aide is expected to undertake. However, the duties described may vary or be amended from time to time without changing the level of responsibility associated with the Education Support Dimensions of Work. 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. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via education.vic.gov.au 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview 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 This position is five days per week, three days reading intervention & two days classroom support. ES Level 1, Range 2-4. 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 Program Benefits No job description available