Ed Support Level 1-Range 2

Gladstone Park is a single campus, co-educational Year 7 to 12 College of almost 1540 students that serves a large residential community in the North-western suburbs of Melbourne. We have a culturally diverse enrolment. 

The school operates using a Sub-School model with Junior School years 7 - 8; Middle School years 9 - 10 and Senior School years 11 - 12.  Currently more than 30 primary schools provide students for entry at Year 7.

The school provides a core program in the Years 7-9.  The Year 10 blocks are aligned with the Victorian Certificate of Education (VCE) blocks.  Vocational Education and Training (VET) is also offered to all VCE students, including Vocational Major students.  A considerable proportion of Year 10 students undertake a VCE subject or pursue additional pathway options within the conventional curriculum program.

The school has a Select Entry Acceleration (SEAL) Program.  Our school is part of The Academy of Accredited SEAL Schools.

Gladstone Park offers a unique Language Immersion program using the CLIL (Content Learning in Language methodology), where students are taught Mathematics, History and Geography in Italian by CLIL trained teachers.

The school provides a significant extra-curricular and enrichment program including a large instrumental program and school bands; debating; drama and musical productions and a large House competition program.

Facilities include:  a 300 seat Performing Arts Centre with a dance studio, dedicated VCE student study centre, community library, modern administration block, one full size and one three quarter size gym, an outdoor soccer/hockey court, outdoor table-tennis tables, separate year 7 area and extensive gardens. 
 

A Bring Your Own Device program is in place for Years 7,10 -12 students with a staged move toward a whole school program by 2026. A large number of our classrooms have state of the art computing equipment for student use.

The College has a warm and friendly atmosphere.  Gladstone Park is a traditional school with traditional values, the key value being respect.

SC1 Demonstrated relevant experience / knowledge at supporting students with disabilities and additional needs to  high level.

SC2 Demonstrated capacity to work within a large team, and to work cooperatively and collaboratively with others (eg: teachers, education support, students, and parents.

SC3 Demonstrated capacity to provide advice / support to teachers and / or  other stakeholders in relation to supporting students with additional learning needs.

SC4 Demonstrated proficiency in the use of office systems, software, or technical equipment as relevant to the position.

SC5 A commitment to professional learning and growth for both self and others.

The Learning Support Officer is an integral member of a classroom and is primarily responsible for providing physical, emotional and educational support to students with social, emotional and / or learning difficulties. The role involves being part of a large team that reports directly to the College's Disability and Inclusion Leader. On occasion the learning support officer will also contribute and provide support to the Wellbeing team.

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.

The Learning Support Officer supports classroom teachers with tasks essential to support students by Assisting student learning and participation in the College by:

• Identifying a student's needs, skills and difficulty as they arise and working under the Disability and Inclusion Leader's direction to respond to these concerns.
• Understanding a student's identified learning difficulties and offering assistance / support in the classroom.
• Working with the student's teacher by actively participating in activities, intervening and encouraging students and, where appropriate, providing 1:1 instructive support.
• Assisting students to deal with adjusted curriculum where necessary under the guidance of subject teachers and the Disability and Inclusion Leader.
• Liaising with other Inclusive Learning and teaching staff to maintain a comprehensive support program, tracking student progress.
• Facilitating social interaction, promoting independence and assisting students with their personal organisation when required.
• Attending inclusive Learning team meetings and providing feedback in that forum to staff involved in the student's progress.
• Assist students with self-care (eg: toileting) and basic physical needs (eg: lifting) as required
• Provide medical intervention support to a student/s under specific conditions with appropriate training and guidance.
• Working with students, under the direction of a teacher, to support the implementation of particular learning goals as identified in the Individual Learning Plan.
• Working in partnership with the Inclusive Learning Team to run small-targeted intervention groups (of up to 4 students)
• Leading small group instruction designed by the teacher in the classroom.
• Adapting lessons for individual students, under the guidance of the class teacher.
• Assist with classroom, excursion or yard supervision as required.
• Conduct documented formal and informal observation of students, both in the classroom and yar settings, provide written or verbal feedback to the Disability Inclusion Leader.
• Record written observations of student's behaviour, progress, programs administered, participation or academic work on a weekly basis
• Supporting communication between teachers and parents.
• Attendance at student support group meetings, care team meetings, disability inclusion profile meetings or parent meetings as required
• Assist with administrative activities as directed by the Disability and Inclusion leader.

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

Required:

• a current Working With Children Check designated Employee
• First aid certificate

Desired:

• Hold a formal qualification related to inclusive learning / support (eg: integration aide qualification)
• Demonstrated experience working with diverse learners.

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).

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

INSTRUCTIONS TO APPLICANTS -  ES Positions

Thank you for your interest.  If you would like any further information about the position, please contact Fiona Glenn on 9933 0500. Information about the college and college policies is available on our website at www.gladstoneparksc.vic.edu.au.

If you would like to apply for this position, please include in your application:

1. Covering letter
2. Working With Children Check card no.
3. Responses to the key selection criteria.

Please also provide the names, email addresses and phone numbers of three business referees and review our Child Safe Policies at http://www.gladstoneparksc.vic.edu.au/child-safe-policies/.  If successful, you will be required to sign a Staff Commitment to Child Safety statement.

The position description describes in general terms the normal duties expected to be undertaken.  However, the duties described may vary or be amended from time to time without changing the level of responsibility associated with the position.

Attendance for this role is 8:30am - 3:10pm, 3 days per week, days to be negotiated. In the future there may be the possibility of extra hours.

Regards

Veronica Hoy

Principal

Highly Desirable:  First Aid Certificate

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.