Inclusion Support Team Member (Es1-2)

Neerim District Secondary College is a small, rural secondary school of approximately 210¿students and 45 staff. The school offers our students and staff an attractive, settled, and inclusive environment with spacious grounds. Upgrades to the buildings at the school were completed in 2021 and these provide enhanced learning spaces for students. The community of Neerim South is aspirational and supportive of the school environment and teaching and learning programs. Confidence in the school and its future has seen a rise in student numbers over the last two years and many of these students from out-lying areas. This creates a strong impetus for NDSC to be competitive and provide a high-quality education for all students while enhancing the opportunities for our top students. 

Our vision is to empower our students to become the best version of themselves, maximising their ability to achieve the best possible outcomes. We see our school as a community that cares for and respects one another. We pride ourselves on staff working as a cohesive unit to support students and families to achieve their goals. We have high expectations for our students and believe that all students can achieve excellence in their educational pursuits. 

NDSC is a Positive School Wide Behaviours school. The values developed by students, staff and the community include: 

• Community - We have a strong sense of belonging to the school community and welcome everyone. 
• Respect - We have due regard for the feelings, wishes and/or rights of others. 
• Perseverance - We admire and encourage others to continue to persevere in spite of barriers. 
• Leadership – We strongly encourage students to undertake leadership roles but also to take on leadership behaviours. 

Fundamental to these values is a belief that everyone has something to contribute, hence tolerance and understanding are core to the way students and staff operate at NDSC. 

The College has had a strong focus on improving literacy and has had some success with NAPLAN writing and reading growth. 2019 Year 9 benchmark growth was really strong in literacy and numeracy, placing us well above state and national levels. Our challenge is to maintain these levels and see consistent performance in VCE data. 

All teachers are undertaking professional learning on classroom practice and we have adopted an agreed instructional framework. Professional learning is an aspect of every meeting we undertake in the school. 

As we enter the third year of our 4-year Strategic Plan, we continue to drive improved literacy and numeracy outcomes for students; build teacher capacity through the implementation of an agreed instructional model; and to build student agency in their learning. Strong implementation plans are being developed to ensure that these goals are met. 

Neerim District Secondary College is a small, rural secondary school of approximately 210¿students and 45 staff. The school offers our students and staff an attractive, settled, and inclusive environment with spacious grounds. Upgrades to the buildings at the school were completed in 2021 and these provide enhanced learning spaces for students. The community of Neerim South is aspirational and supportive of the school environment and teaching and learning programs. Confidence in the school and its future has seen a rise in student numbers over the last two years and many of these students from out-lying areas. This creates a strong impetus for NDSC to be competitive and provide a high-quality education for all students while enhancing the opportunities for our top students. 

Our vision is to empower our students to become the best version of themselves, maximising their ability to achieve the best possible outcomes. We see our school as a community that cares for and respects one another. We pride ourselves on staff working as a cohesive unit to support students and families to achieve their goals. We have high expectations for our students and believe that all students can achieve excellence in their educational pursuits. 

NDSC is a Positive School Wide Behaviours school. The values developed by students, staff and the community include: 

• Community - We have a strong sense of belonging to the school community and welcome everyone. 
• Respect - We have due regard for the feelings, wishes and/or rights of others. 
• Perseverance - We admire and encourage others to continue to persevere in spite of barriers. 
• Leadership – We strongly encourage students to undertake leadership roles but also to take on leadership behaviours. 

Fundamental to these values is a belief that everyone has something to contribute, hence tolerance and understanding are core to the way students and staff operate at NDSC. 

The College has had a strong focus on improving literacy and has had some success with NAPLAN writing and reading growth. 2019 Year 9 benchmark growth was really strong in literacy and numeracy, placing us well above state and national levels. Our challenge is to maintain these levels and see consistent performance in VCE data. 

All teachers are undertaking professional learning on classroom practice and we have adopted an agreed instructional framework. Professional learning is an aspect of every meeting we undertake in the school. 

As we enter the third year of our 4-year Strategic Plan, we continue to drive improved literacy and numeracy outcomes for students; build teacher capacity through the implementation of an agreed instructional model; and to build student agency in their learning. Strong implementation plans are being developed to ensure that these goals are met. 

SC1    Demonstrated experience and skills in coordinating a specific education support function.

SC2    Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3    Demonstrated 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 in respect to the work area.

SC6    Demonstrated commitment to professional learning and growth for both self and others.

SC1    Demonstrated experience and skills in coordinating a specific education support function.

SC2    Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3    Demonstrated 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 in respect to the work area.

SC6    Demonstrated commitment to professional learning and growth for both self and others.

As specified Victorian Government Schools Agreement 2022, Attendance (5)(a)(i) unless otherwise agreed, an education support class employee will be in attendance for 7.6 hours daily (for a full-time employee) between 7am and 6pm from Monday to Friday.¿¿Additional hours that may be required by this position are subject to the DET Time In Lieu arrangement (9)(a).¿This position is a part time (0.64) time fraction, requiring attendance for 6.08 hours a day, four days a week. 

Attendance during school holidays is not required for this position.

This role includes working 1:1 with students as well as in small groups and within classroom settings to develop their abilities and confidence. This is a supported role with a team and with clear and structured processes and leadership.

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy.  This may include the supervision and coordination of other education support class staff within the work area or educational program.  Supervision and coordination would be limited to ensuring routine tasks are performed to required standards.  Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2.  Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1.  Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role. 

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated 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.

Performs 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 laboratories would be typical examples.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.  Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

As specified Victorian Government Schools Agreement 2022, Attendance (5)(a)(i) unless otherwise agreed, an education support class employee will be in attendance for 7.6 hours daily (for a full-time employee) between 7am and 6pm from Monday to Friday.¿¿Additional hours that may be required by this position are subject to the DET Time In Lieu arrangement (9)(a).¿This position is a part time (0.64) time fraction, requiring attendance for 6.08 hours a day, four days a week. 

Attendance during school holidays is not required for this position.

This role includes working 1:1 with students as well as in small groups and within classroom settings to develop their abilities and confidence. This is a supported role with a team and with clear and structured processes and leadership.

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy.  This may include the supervision and coordination of other education support class staff within the work area or educational program.  Supervision and coordination would be limited to ensuring routine tasks are performed to required standards.  Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2.  Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1.  Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role. 

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated 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.

Performs 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 laboratories would be typical examples.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.  Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

The Inclusion Support team is a key part of the term of teachers and leaders supporting the Disability Inclusion Reform model, being rolled out in preparation for 2023. Education support staff in this role support access to teaching and learning, as well as improved outcomes for all students, including those with disability and additional needs, through the following:

• Working within an expectation of flexibility across the school
• As a member of a term, providing support to teachers, and assistance to students in the implementation of instructional and educational programs, under the supervision, guidance and direction of the teacher, therapy staff, and external providers.
• Support the rostering and the organisation of the work of the team.
• Assisting students with additional learning needs on an individual or group basis, and help with coordinating their learning goals
• Assisting with the communication between students and teachers, particularly the communication of objectives and outcomes related to the educational program of students, and interpretation of instructions/ understanding of tasks as set out by the teacher responsible for the class.
• Communicating with teachers regarding student needs and behavioural issues, including observing students and drawing the attention of the teacher to them where necessary
• Participating in the monitoring and evaluation of educational programs and individual student involvement and progress, including participation in team meetings, and attending Program Support Group (PSG) meetings as required
• Taking minutes of meetings as requested, and distributing to relevant people
• Attending regular meetings with other members of the Inclusion Support Team (including the Inclusion Coordinator, and the Leading Teacher (Inclusive Practices) as instructed
• Assisting with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills as required.
• Assisting with various administrative tasks as directed including maintaining accurate and reliable records and contributing to improved record-keeping systems.
• Providing basic physical and emotional care for students if required, including assistance with toileting, meals, lifting, and administration of medication to students requiring special care.
• Assisting teaching staff in the preparation of basic curriculum support and other student resources and equipment, including the purchase of materials and supplies as required.
• Supporting teaching programs through setting up and putting away equipment and materials.
• Ensuring work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.

The Inclusion Support team is a key part of the term of teachers and leaders supporting the Disability Inclusion Reform model, being rolled out in preparation for 2023. Education support staff in this role support access to teaching and learning, as well as improved outcomes for all students, including those with disability and additional needs, through the following:

• Working within an expectation of flexibility across the school
• As a member of a term, providing support to teachers, and assistance to students in the implementation of instructional and educational programs, under the supervision, guidance and direction of the teacher, therapy staff, and external providers.
• Support the rostering and the organisation of the work of the team.
• Assisting students with additional learning needs on an individual or group basis, and help with coordinating their learning goals
• Assisting with the communication between students and teachers, particularly the communication of objectives and outcomes related to the educational program of students, and interpretation of instructions/ understanding of tasks as set out by the teacher responsible for the class.
• Communicating with teachers regarding student needs and behavioural issues, including observing students and drawing the attention of the teacher to them where necessary
• Participating in the monitoring and evaluation of educational programs and individual student involvement and progress, including participation in team meetings, and attending Program Support Group (PSG) meetings as required
• Taking minutes of meetings as requested, and distributing to relevant people
• Attending regular meetings with other members of the Inclusion Support Team (including the Inclusion Coordinator, and the Leading Teacher (Inclusive Practices) as instructed
• Assisting with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills as required.
• Assisting with various administrative tasks as directed including maintaining accurate and reliable records and contributing to improved record-keeping systems.
• Providing basic physical and emotional care for students if required, including assistance with toileting, meals, lifting, and administration of medication to students requiring special care.
• Assisting teaching staff in the preparation of basic curriculum support and other student resources and equipment, including the purchase of materials and supplies as required.
• Supporting teaching programs through setting up and putting away equipment and materials.
• Ensuring work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.

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

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

The Department of Education and Training 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.

The Department of Education and Training 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.

Applicants are reminded that they need to supply a CV and the names, addresses, phone numbers and email addresses of three referees.

The selection criteria must be addressed.

Applicants are reminded that they need to supply a CV and the names, addresses, phone numbers and email addresses of three referees.

The selection criteria must be addressed.

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.

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.

No job description available