Student Support Position

Leongatha Secondary College is a co-educational secondary college with a current enrolment of 640 students, located in Gippsland's famous dairy country and in the foothills of the Strzelecki Ranges. Forming part of the wider Leongatha Education Precinct (consisting also of Leongatha Primary School, South Gippsland Specialist School, TAFE Gippsland and the South Gippsland Bass Coast Local Learning and Employment Network), Leongatha Secondary College has a proud academic history and continues to provide a well-rounded, quality education for all our students in this 21st Century of learning. 

At Leongatha Secondary College, we are dedicated to assisting our students to be as successful as they can be during their time at the College, and in preparing them for their future beyond school. To that end, we have co-constructed the college's Effective Teacher and Learner Traits in consultation with the broader school community, including students, staff, parents and carers. By embedding these traits in our curriculum, not only are we directly responding to global, national and local needs, but we are nurturing successful and responsible citizenship. 

The College's Effective Learner Traits are: Motivation - self-motivated, organised and inquisitive; Respect - respects peers, teachers and the school; Resilience & Reflection - accepts, understands and uses feedback for improvement: and Self-Awareness - aware of strengths and areas for improvement. 

All members of the Leongatha Secondary College community are encouraged to take responsibility for their own actions. They are encouraged to contribute to a learning environment that is healthy, supportive and enables others to develop skills aligned to the Effective Learner Traits, as well as strong literacy and numeracy skills, and the ability to work alongside diverse viewpoints, cultures and needs. 

Every student at Leongatha Secondary College can experience success and we value the many different pathways that each young person wants to pursue in life. We also appreciate that we must equip them with a range of skills that are transferable across a broad spectrum of industries and which can be built upon further as they grow in their years beyond secondary education. To this end, our teachers understand that no two students are the same and their focus is on teaching the individual no matter where they are on the learning continuum. Our staff are adaptable, flexible and ensure that all students have an opportunity to develop and progress in the classroom and beyond. 

The College’s inclusive learning environment aims to empower all students to be the best versions of themselves. We strive to foster a supportive and caring atmosphere that allows students  to be challenged and to grow. We believe that all students can develop and achieve success across a range of curricular and co-curricular activities. By setting high expectations, we empower them and inspire confidence to take on responsibility for their own learning progress.

Our end goal is to ensure that students experience significant learning growth, particularly with respect to literacy and numeracy skills. While we acknowledge the fundamental importance of this goal, we also understand that students need and deserve  a positive school experience; to maintain and develop wellbeing and to feel a strong sense of belonging. We know that the happier the student, the more likely it is that they will experience success at school. We aim to make learning fun and look to celebrate successes at every possible moment, no matter how big or small. 

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
• 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.

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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.