Ed Support Level 1-Range 2 - Integration Aide/SAKG

Corryong College is a P-12 College of approximately 300 students located in the far north-east of Victoria, some 125 kilometers east of Wodonga and within the Shire of Towong.  With a population of 1200 people, Corryong is the main town servicing the Upper Murray region. Whilst the local economy is closely tied to agriculture (beef and dairy cattle), the local hospital and Snowy Hydro Scheme also contributes to the local economic viability.

Tourism is a growing industry as Corryong is nestled in a picturesque valley between the mountains and the Murray River.  Close to snowfields in winter, river and lake sports in summer, excellent freshwater fishing in permanent creeks and with lots to see and do outdoors during the mild spring and autumn months. The Upper Murray offers a healthy and peaceful lifestyle.  A safe and secure place to live and raise a family in a friendly rural community that welcomes newcomers.

The College provides a comprehensive program for students from Years P-12, led by highly dedicated staff  of  teachers and  Education Support.  The College is well-known in the region for its ability to value add to student learning as students move through the College¿s year levels, evidenced in the many years of achieving excellent VCE results. The College focuses on data informed teaching that ensures every student can learn and no student is left behind.

The College provides a high quality education in a safe and secure environment which values motivation, aspiration and achievement.  Teachers work in variety of Professional Learning Teams & Communities focused on student centered points of need, to share best practice with clear learning intentions, explicit teaching and feedback that continuously strive towards a strong learning culture. The FISO (Framework for Improving Student Outcomes) Continua is regularly reviewed by the college community, aligned with analyzed data sets, to ensure whole-school ownership of school improvement. Students have a strong voice and are encouraged to be inquiring, active and independent learners. Moving towards student agency, the College is making steps towards empowering students to have input in their learning direction within the classroom and across the school.

The curriculum is seen as the means by which our students acquire the skills competencies and qualities to become informed and effective participants in society.  It emphasises literacy, numeracy, the ability to work with others, the ability to analyze and assess information, the capacity to adapt to new situations and personal organisation.

Curriculum enhancement activities are many and varied.   Students are encouraged to take an active role in extra-curricular activities.  The opportunities provided by the proximity of national parks and snowfields mean that Outdoor Education features strongly.  Instrumental Music classes are available to all students in Years 5-12. The College has an excellent sports program that features inter-house and interschool competitions. School Captains are elected and take an important leadership role in College affairs. House Captains and Vice-Captains also have important roles to play. 

The College has a strong Stephanie Alexander Kitchen Garden (SAKG), ADVANCE (CFA), Hospitality and Indonesian programs play a huge role in our students¿ development as well as strong collaboration with community.

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.

[Attendance requirement for this position]

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.

• 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
• Provide support to the Stephanie Alexander Garden program. 
• 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 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

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

Responsibilities may include but are not limited to the following:

• provide coordinatEd Support to teachers and educational programs.
• provide a child safe environment in accordance with the Child Safe Standards.
• provide medical intervention support to a student(s) support financial and budgetary processes.
• coordinate all DIP administration tasks supported by the LT Wellbeing and Inclusion, SWC and Principal Class
• create all tier 3 SSG schedules and book in each term weeks 6 and 7.
• prepare all SSG documentation ready for SSG¿s to take meetings minutes.
• collate and draft tier 2 IEPs for review by LT Wellbeing and Inclusion & YLL¿s.
• circulate on XUNO IEPs for staff access to support their teaching and learning.
• coordinate and prepare routine school communication for the wellbeing team.
• manipulate data or information and prepare documentation and reports.
• use specialised knowledge in a specific functional area including risk assessment, in relation to the Disability and Inclusion Program.
• provide training and,/ or instruction with respect to technical systems or scientific processes, and
• prepare all SSG appointments and documentation.

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.