Learning Support - Integration

Rosehill Secondary College sits on a spacious, attractive site with views over the Maribyrnong River Valley and is part of the Moonee Valley Network of schools in the Southwest Region.  As a 7-12 single campus, co-educational school we pride ourselves on providing outstanding educational opportunities for all students, delivered by passionate teachers through our comprehensive tailored curriculum. The college values of Respect, Initiative and Learning are underpinned by behaviours that are explicitly taught through the School Wide Positive Behaviours in Schools program. As a lead SWPBS school we are recognised for our exceptional work in this area.

Rosehill Secondary College is a school with a strong academic focus and a history of consistently high academic results.  At Years 7 and 8, in addition to core English, Mathematics, Science and elective subjects, students undertake additional Literacy and Numeracy classes. A Selective Talent and Enrichment Program (STEP) is designed to cater for intellectually and academically capable students and this is further enhanced by our Advanced Mathematics (RAMP) and English Programs (REAP) at Years 7-9. The Year 10 level is structured as an introductory year to VCE, with many students embracing the opportunity to undertake advanced studies. Programs such as MYLNS and tutoring have also become embedded within our structure. Rosehill Secondary College has excellent VCE results and is committed to supporting a broad range of careers and further education pathways by also offering the VCE VM program and onsite VET.  

Rosehill Secondary College is committed to child safety. Our calm and nurturing environment is reinforced by consistent and effective student management and teaching teams and is further supported by an outstanding and committed workforce consisting of a balance of highly experienced and graduate teachers, a visible Principal Class and committed Education Support Staff.  Our inclusive college embraces both social and cultural diversity and we are committed to continuing to effectively implement the Respectful Relationships program.

Rosehill provides excellent facilities for our students with a designated Year 11 Study Centre, and a purpose-built Year 12 Study Centre.  An EAL and international student collaboration space complements our International Student Program.  As a multicultural community we understand the benefits of globalization and exposing local students to other perspectives and experiences.  We enjoy bespoke science rooms, renovated visual arts spaces and a well-resourced library.  A new STEM Centre was completed in 2020 and hosts our state-of-the-art Virtual Reality experience.  In 2021 the school oval was fully refurbished and together with basketball and tennis courts, weights room and a gymnasium, students have ample space and high-quality facilities at their disposal. Significant passive recreational areas are also available throughout the school grounds.  The current capital works program will further enhance the learning facilities with a specific focus on a new Performing Arts complex and a purpose-built fashion/design area to be ready for 2024, ensuring the learning environment continues to provide the best opportunities for students well into the future.

The College is in its first year of a new Strategic Plan and looks forward to continuing celebrating its strong successes in Literacy and Numeracy, whist further enhancing student outcomes by providing opportunities through the Diversity Inclusion Funding, access to the Mental Health Menu and its strong focus on student agency.

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.

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 fulfills an important role with the responsibility for Tier 3 funded students.  It is expected that they will provide a high level of customer service to the student body, staff, parents, and visitors to the College and be competent in the provision of up to date and relevant information.

The Learning Support Officer position is required to work cooperatively with both internal and external clients and involves close interaction with a range of student abilities. It may also include interaction with staff including co-ordinators, teachers, schools, business manager, Principal, and the leadership team. It will sometimes be necessary to refer families to other relevant staff.

It is important the Learning Support Officer operates in a consistent, professional, courteous, and efficient manner always. Consistency is vital in all aspects of this role as the dissemination of consistent, accurate information is essential.

·         The Learning Support Officer will undertake routine tasks that are usually carried out under close supervision and direction and will complete work that carries some degree of independence. This 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.

·         Assisting students on an individual or group basis.

·         Assisting with the communication between students, teachers and parents. Particularly in relation to the student¿s progress and learning methods.

·         Promote a safe and supportive school environment in particular provide basic physical and emotional care of students.

·         Under the direction of the class teacher participate in the monitoring and evaluation of student progress within individual learning programs.

·         Assisting teaching staff in class.

·         Providing students with clear instruction.

·         Ensure confidentiality of records are maintained.

• To assist with ensuring occupational health and safety regulations are met.
• To complete training in disability inclusion and any other relevant professional development training.
• Complete Performance and Development reviews, including receiving and giving feedback to

·         and from peers re. improvement strategies.

·         To undertake other duties and responsibilities within the dimensions of work level as requested by the principal, business manager or direct line manager.

·         To be an effective member of the college team and contribute towards the school¿s values of `Respect, Initiative, Learning¿.

• 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
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

This position description describes in general terms the normal duties which the Learning Support Officer is expected to undertake.  However, the duties described may vary or be amended from time to time without changing the level of responsibility associated with the position.

Typical duties include but are not limited to:

·         Assist students on an individual or group basis in specific learning areas.

·         Assist with the communication between students and teachers, particularly clarification of instructions/other adaptations required to support the student in his/her learning.

·         Provide basic physical and emotional care for students.

·         Participate in team meetings to develop and implement behavioural management strategies as well as participating in Student Support Group and other relevant meetings.

·         Assist with toileting, meals, lifting, and administration of medication to students requiring special care.

·         Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.

·         Assist in the preparation of student resources and equipment.

·         Prepare basic curriculum support resources.

·         Set up and put away equipment and materials in support of teaching programs.

·         Observe students and draw the attention of the teacher to them where necessary.

·         Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.

·         Assist with communication between teachers and non-English speaking parents/students.

·         Assist in the translation of documents.

·         Assist students with the preparation and service of meals.

·         Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.

·         Assist in the preparation of equipment and purchasing of materials and supplies as required.

·         Participate in liaison with relevant outside agencies/professionals in relation to students within the PSD program when required.

·         Carry out other duties as requested by the Disability Inclusion Coordinator.

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

Position Details

• 31.25hrs/week
• Monday - Friday - 8:30am - 3:15pm
• 30mins unpaid break for lunch

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.