Learning Intervention Officer - Ed Support Level 1-Range 2

Established in 1919 Dandenong High School is one of the oldest, largest and most culturally diverse secondary schools in the state. It is situated in the South East Region in Dandenong, a low socio economic community (SFO density 0.72) with a high refugee population. The school has over 1500 students and is highly multicultural with 78 nationalities and 80 different language groups represented. In 2008 Dandenong High School merged with two other schools in the local community and is currently undergoing a major school redevelopment and a $45 million dollar funding program.

In order to ensure that students develop a "sense of belonging" and connectedness to the school, the school has a unique structure housing its students in 7 House building on one site. Each House holds 250 students from Years 7 - 12, 25 teaching staff, a House Leadership team of 3 and an administration officer. Students in Years 7 - 10 learn primarily in the House in architecturally designed learning spaces.

The school has an innovative approach to curriculum with a collaborative learning model in Years 7 - 9. Students learn in groups of 50 with teams of 3 teachers and electronic curriculum frameworks are available for each subject and Year level. There is a focus on discovery based learning, problem solving and inquiry and students are encouraged to be independent learners who are self-motivated and curious about the world around them.

Dandenong High school has an Accelerated Learning Program in years 7 - 10 and offers a wide range of electives and extensive curriculum opportunities in the senior years. Students can select numerous Senior Certificate subjects and a number of VET options. The Trade Training Centre on the Chisholm TAFE site provides the opportunity for Year 9 - 10 students to select industry tasters in state of the art facilities.

Student leadership is a high priority. The school encourages an active student voice with leadership opportunities at each year level and a comprehensive leadership program offered in Years 10 - 12. Students can also participate in a range of sporting and performing arts opportunities through the House Shield competition including; chorales, swimming and athletics. Each year there is a Performing Arts Gala, an annual production, a lunchtime activities program implemented by student leaders.

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.

To support the whole school community so students with diverse backgrounds and/or additional learning needs are able to successfully participate in the teaching and learning programs of the school.

• Collaborate with Teaching Teams, the Learning Support Manager, the EAL Coordinator, the EAL Transition Leader, House Leadership Teams, Careers Team, Wellbeing Team and the Executive Team to meet the agreed language and learning needs of identified students, as required
• Work with teacher(s) to identify the best ways to support the student(s) and utilise the student¿s ILP, where appropriate
• Assist teachers in the development of individual learning goals and the implementation of successful learning strategies as part of Individual Learning Plans for identified students
• Actively contribute to the planning, development and modification of teaching and learning resources, including the Learning Sequences and Curriculum Mapping integral to the Design for Learning process
• Support in the delivery of appropriate learning tasks and assessment to meet individual student needs, including students who are part of the Program for Students with Disabilities, and/or EAL and TrEAL students, as well as high-needs classes
• Provide feedback to teachers on student progress regarding their understanding and completion of learning tasks and achievement of learning goals, at the beginning and end of lessons, during Team Planning meetings, and during other appropriate occasions
• Assist students to develop effective daily organisation skills in using timetables, lockers and diaries to manage their classwork, homework and materials
• Model and assist students to demonstrate cooperative and collaborative behaviours in line with the school values
• Monitor and assist identified students to operate safely within the school environment and on extra-curricular activities, as required
• Attend and actively contribute to Team Planning meetings with teaching teams (where possible), Domain meetings, House meetings, Professional Learning Team meetings (when in operation), as well as attending Staff Meetings
• Regularly attend and engage with team members during the Learning Support Team meetings each fortnight
• Effectively utilise planning and preparation time to contribute to teaching and learning. Select appropriate work tasks to complete after school hours if no meetings are held. For example, attend Study Club, familiarizing oneself with subject content, complete planning for lessons, or work towards a Learning Conversation
• Engage professionally with parents through the Student Support Group meetings, Parent Teacher Interviews, Course Confirmation and other school events, as required by the Learning Support Manager
• Maintain regular communication with the school community and the Department through school emails, newsletters and other forms of communication, including checking and responding to emails on a daily basis
• Undertake relevant Professional Learning in line with the role description and the Dandenong High School Performance and Development Appraisal Process
• Hours of duty are between 8.40am and 4.40pm from Monday to Friday for full-time Learning Intervention Officers. Hours of duty for part-time workers are between 8.40am and 3.30pm, unless specified otherwise. Daily Organisation protocols need to be followed, if these hours are unable to be met
• Interpret at parent teacher interviews, enrolment days, and other events involving EAL students, as required
• Assist staff with identified EAL/TrEAL and PSD students regarding course selection and pathway planning, where appropriate
• Familiarise themselves with classroom materials and curriculum. For example, read class novels for junior year levels, or read chapter synopses. Confirm understanding of any class content with teacher if needed

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

Preferably all applicants should submit a cover letter CV and Key Selection Criteria response as one attached document on Recruitment On-Line

• 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