Description:
Selection Criteria
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth
Role
The primary focus of the Learning Support Officer (LSO)/Integration Aide is to support the learning and inclusion of specific students with additional needs in the classroom and in 1:1 support sessions. The students may have a range of disabilities across the cognitive and social-emotional spectrum, and/or physical challenges (e.g. Cerebral Palsy), and/or sensory needs (e.g. vision impairment, hearing loss).
The LSO is an effective communicator with strong literacy and numeracy skills that enable them to support specific students in a range of subject disciplines. The LSO works collaboratively with classroom teachers, specialist teachers, and the Learning Support Coordinator to develop and implement strategies to allow these students to access the curriculum and experience personal growth.
The LSO is skilled at building strong relationships with students and their families, along with other staff members. The LSO consistently models the growth mindset and uses a strength-based approach when working with Learning Support students. The LSO actively develops professional knowledge about the needs of the students and consistently displays respect, empathy and patience with the students. The LSO is tactful, upholds confidentiality and has excellent interpersonal skills. The LSO demonstrates initiative and can work effectively, both independently and in a team.
The LSO is part of the Learning Support team that operates within our inclusive education model and they report to the Learning Support Coordinator. [Enter Free Text Description here]
Responsibilities
Duties and responsibilities may include:
- developing a natural rapport with students, families and the Learning Support team.
- assisting specific students in class to better understand the instructions/activity, to prompt the students to stay on task, and to access the curriculum (e.g. note-taking, reformatting) etc.
- working with specific students in 1:1 withdrawal sessions to work on homework, complete assignments and/or develop key skills (e.g. reading comprehension)
- assisting in implementing task modification (with teachers) and aspects of the Individualised Learning Plan (ILP)
- assisting with Student Support Group (SSG) meetings e.g. scheduling, taking minutes, providing informal feedback to the meeting, and attending the SSG as required
- maintaining regular anecdotal records related to the student for use in reviewing their progress
- regularly updating the Learning Support Coordinator and team, and classroom teachers about recent insights/challenges/successes experienced by the student
- attending specific students¿ excursions or camps, or activities such as homework club
- demonstrating strong ICT skills, particularly ICT use in the classroom
- taking direction from the Learning Support Coordinator, class or specialist teachers as to which students require assistance and how this assistance should be delivered.
- assisting with the management and stocktaking of equipment and resources.
- work closely with the Learning Support Coordinator who may vary the above duties from time to time or may ask the LSO to take on other duties commensurate with their position in the College. Ultimately the LSO/Integration Aide is responsible to the Principal, who may vary the above duties from time to time.
EEO AND OHS Commitment
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 marrung@education.vic.gov.au
Child Safe Standards
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
DE Values
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
Conditions of Employment
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.
Location Profile
Glen Waverley Secondary College is a Year 7 to 12 co-educational school with a student population of around 2250. Glen Waverley Secondary College¿s vision is `Growing respectful, responsible, resilient global citizens who value diversity and lifelong learning,¿ this vision is underpinned by our school values of: Respect, Diversity, Commitment, Perseverance and Accomplishment. Glen Waverley Secondary College has a proud history of academic excellence, underpinned by our commitment to provide a safe and caring environment where all students are supported to achieve their very best and by our relentless focus on providing high quality teaching and learning. Our curriculum offerings are broad and diverse, ensuring all students are supported to pursue their passion and to access their chosen pathways. Our cocurricular programs are many and varied including: our renowned instrumental music program, sport, science and technology and a thriving student leadership program. Students take pride in their school and are encouraged to immerse themselves in all aspects of school life. Student achievement is recognised through the Gain Wisdom Merit Program, which celebrates students who exemplify the school values and their accomplishments. Glen Waverley Secondary College is a school of choice, with demand often exceeding available enrolment space. Students who attend Glen Waverley Secondary College aspire to live exemplify the college values and it is this commitment from students that has seen students routinely achieve Victorian Certificate of Education (VCE) results and NAPLAN outcomes that are amongst the best in the State of Victoria.