Department of Education Victoria – Victoria
2 days ago, from Department of Education & Training Victoria
At TC our purpose is to challenge the status quo so that everyone is empowered to learn.
We Believe:
Learning is more than just acquiring knowledge.
It is a personal, exciting, lifelong journey.
School is a place to discover and pursue your passions which contribute to the greater good.
High quality teaching and learning is student-centred and relationship driven, where support and challenge empower all to be the best that they can be.
Success comes in many forms and growth and achievement are to be recognised and celebrated.
Our Values - Empowered Learners
Agency - having the ability to be involved in setting the parameters of your own learning
Relationships - having meaningful interactions with your peers and all other members of the Community
Understanding - knowing that your individual needs and circumstances are considered when designing your learning
Success - being challenged by the learning to experience personal growth
Authenticity - doing real things that matter
How we do what we do
Creating opportunities
Embracing new ideas
Supporting and empowering people
Fostering an inclusive and supportive community
Thinking outside of the box and remaining flexible
Valuing everyone equally
School profile
TC is a leader in innovative and progressive education.
Having transformed the school from a school of last resort to a thriving community, we now have approximately **** students and demand outstrips supply.
We continue to improve and innovate by having a clear focus on both core work and explore work.
In ****, TC was named Australian Government Secondary School of the Year, and one of our staff members was named the Australian Government Secondary School Teacher of the Year.
In the same year, the school was shortlisted as a finalist in the Victorian Education Excellence Awards in the Provision for High Ability Students category.
The learning environment is not one where education is done "to" students.
Rather, learners take increasing responsibility to drive their own educational decisions and directions as they grow in age and maturity.
This is done in consultation with their parents and a supportive staff community that guide the learner keep them accountable.
To acknowledge the amazing work and growth of students TC has developed a new model of assessment where students are assessed and recognised according to Expanded Measures of Success, beyond traditional measures.
Students can measure their progress across a range of transferrable skills.
The school is fully compliant with the F-10 Victorian Curriculum Guidelines and the school was reviewed as having met the VRQA requirements as part of the School Review Process.
Candidates are encouraged to visit our website at for further information on TC.
Selection Criteria
Expertise or interest in evidence-based literacy instruction.
Demonstrated interest in structured, evidence-based reading programs and the ability to deliver scripted lessons with consistency and fidelity.
Proven capacity to develop rapport with students who may have struggled with literacy/numeracy or learning confidence in the past and ability to maintain student motivation, engagement, and appropriate behaviour in small-group learning settings.
Strong interpersonal skills including the ability to work effectively with coordinators, students, and families.
Ability to accurately record, track, and report on student progress and attendance using school systems (e.g. Compass).
Evidence of ongoing training and professional learning to improve practice and maintain program quality.
Strong understanding of mathematical concepts between years 7-9.
Role
Attendance is 38 hours per week, Monday to Friday.
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 **** (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.
A role at this range may include:
Specific support tasks to achieve outcomes, typically involving accountability for a single function (e.g. ensuring data is properly maintained) or the coordination 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.
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.
The Education Support Reading Facilitator/Maths Tutor position provides targeted literacy support to small groups of students identified as requiring additional assistance with reading.
The role involves delivering the Corrective Reading program, a scripted and evidence-based intervention designed to improve decoding, fluency, and comprehension skills.
The successful applicant will be responsible for implementing lessons with fidelity, tracking student progress through Compass, and maintaining communication with the Accessibility Coordinator regarding student attendance, academic progress, and behavioural concerns.
This position requires a calm, consistent, and encouraging approach.
The successful candidate will build positive relationships with students who may have experienced limited academic success in the past, supporting them to remain engaged and confident throughout each session.
All necessary training in Corrective Reading will be provided, with ongoing professional learning and upskilling opportunities available throughout the year.
Responsibilities
Deliver Corrective Reading lessons to small groups of students using the provided scripted program materials.
Maintain accurate student attendance, assessment, and progress records on Compass.
Monitor and report on student progress, engagement, and wellbeing to the Accessibility Coordinator.
Support the creation of a safe, inclusive, and positive learning environment that encourages patient confidence and persistence.
Attend parent-teacher interviews for the students within intervention groups (during normal ES working hours).
Participate in regular coaching related to Corrective Reading and evidence-based instruction.
Assist teachers and leaders as required in supporting broader literacy initiatives across the school.
Provide individual and small-group tutoring to support student learning in mathematics for early high school students.
Reinforce classroom teaching by helping students understand key maths concepts across the curriculum.
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.
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.
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.
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.
Other Information
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 .
Conditions of Employment
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 .
#J-*****-Ljbffr