Classroom Support

Camperdown College is a proud member of the Great South West Coast Network of Government Schools; a co-educational P-12 school with a strong and proud tradition of supporting students to achieve successful outcomes. The school is located on Djargurd Wurrung country in the geographically unique Lakes and Craters district of south-west Victoria. The 2023 staff team of FTE 40.2 comprised three principal class, 37 teachers and 18 education support staff in a diverse range of roles, while student enrolments grew to approximately 380.
 
Evidence-informed teaching practice supported by extensive resourcing continues to lay strong foundations in the early years, with strong emphasis on mastery in literacy and numeracy. The Junior Campus is a Training School for synthetic phonics and hosted over eighty teachers throughout terms 2/3 to witness and learn from the work that has been developed within the Literacy block. The learning progress of students across thirteen years of schooling is closely monitored and teachers work in professional learning teams to plan and teach for continuous improvement. Students have the opportunity to undertake tailored pathways which provide a strong foundation for further education, employment or other training programs. VCE, VCAL, VET, Structured Workplace Learning and School Based Apprenticeships enrich the offerings for senior students. Camperdown College students participate in a wide range of locally delivered vocational certificates through our own Corangamite Trade Training Cluster and SWTAFE, and a Hairdressing and Beauty training facility successfully operates on the Senior Campus site catering for students from our own and neighbouring schools. The College invests heavily in information and communication technology and all students from Years 3-12 have a dedicated laptop computer provided by the school, supplemented by a range of other devices. 

The School Review provided an opportunity to celebrate our successes and identify opportunities for further growth.  To effectively mobilise available resources to support students¿ wellbeing and mental health, especially the most vulnerable and to maximise learning growth for all students (support both those who need scaffolding and those who have thrived to continue to extend their learning, especially in numeracy) have been the goals set for the strategic plan. Building a shared understanding of student agency, implementing the  Berry Street Education model, strengthening the delivery of Mathematics P-8  and  teachers¿ use of HITS in secondary classrooms (including instructional model) will be the vehicles used to achieve these goals.

Students participate enthusiastically in an extensive camps program, with five camps funded through the post-Covid initiative Positive Start. This enabled all students to attend free of charge. In addition, a range of incursions were conducted at the Junior Campus using the same funding - dance and rapping workshops, Museum Victoria dinosaur and robotic exhibition and the Song Room Kaleidoscope program.  A wide range of extension activities such as Hands on Learning, Instrumental Music, Year 9 School for Student Leadership, academic competitions, Duke of Edinburgh Awards, Drumbeat, High Ability programs, leadership forums and public speaking were offered to students. Involvement in sport is a valued aspect of the College curriculum, with renewed opportunities to participate in a wide range of individual and team sports at local, district, zone, state and national levels.  A highlight was the Senior Secondary Bowls' team winning the state championship, as was the return of the debutante ball.

The College's ambitious mission and vision is supported by values that underpin strong relationships between students, staff and families: 
Our Mission:
Camperdown College will provide exemplary teaching and learning programs within excellent facilities which foster school pride, aspiration and persistence to achieve high levels of learning for all students.
Our Vision:
Camperdown College will be a high performing school that produces graduates well equipped to succeed beyond school and contribute actively to the community.
Our Values: 
Excellence, respect, responsibility, caring and honesty. 

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.

SC7 A commitment to attend and experience of assisting staff and students with school camps, extra-curricular activities and excursions.

The successful applicant will be required to attend school camps across both campuses.

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.

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.

• 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

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Applicants seeking part-time employment are encouraged to apply for this position. Should you be successful, you will be given the opportunity to negotiate your preferred time fraction as part of the recruitment process.

The Department of Education (the department) 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 *** or email on: **********@education.vic.gov.au

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

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

• 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