AddressGladstone 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 with a staged transitioning for the whole school to be completed by 2026. A large number of our classrooms are equipped with 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.
** This is a fixed term position backfilling a substantive occupant who is returning in 2025.**
1. Demonstrated relevant experience/knowledge of how to support students with disabilities and additional needs to a high level.
2. Demonstrated capacity to work within a large team, and to work cooperatively and collaboratively with others (eg: teachers, education support, students, and parents).
3. Demonstrated capacity to provide advice/support to teachers and/or other stakeholders in relation to supporting students with additional learning needs.
4. Demonstrated proficiency in the use of office systems, software, or technical equipment as relevant to the position.
5. A commitment to professional learning and growth for both self and others.
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 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 (diverse learners). 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.
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 difficulties 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, assisting, 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.
· Accompanying students on excursions and other designated external activities 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 (e.g. 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 yard settings, providing written or verbal feedback to the Disability Inclusion Leader.
· Record written observations of students¿ behaviour, progress, programs administered, participation or academic work on a weekly basis.
· Supporting communication between teachers and parents.
· Attendance is 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.
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
** This is a fixed term position backfilling a substantive occupant who is returning in 2025.
Hours of attendance: 8:30am - 3:10pm 3 days per week (days are negotiable)
Required:
· A current Working with Children Check.
· First-aid certificate
Desired:
· Hold a formal qualification related to inclusive learning/support (e.g. integration aide qualification).
· Demonstrated experience working with diverse learners.
- 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
