Learning Support Officer (Multicultural Education)

Overview

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 2

Occupation: Education and Training

Location: Southern Metropolitan

Reference: 1478429

Location Profile

Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne. We currently have over 1200 students, from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff. At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence. Our vision of learning is underpinned by our values of Respect, Learning and Working Together. Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers. Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences. Several years ago, we re-designed our learning programme to enable students to excel through a researched based, future focused model of student empowerment.

Learning at Hampton Park Secondary College is categorised into three stages or programmes: Explore (Year 7), Enhance (Year 8 and 9), and Excel (Year 10, 11 and 12). These programmes recognise the unique needs of each student and allow students to `move through¿ their secondary schooling experience in a way that better reflects their passions and abilities rather than their normal `year level.¿ In 2022, we made structural changes to our Sub Schools. Following extensive collaboration and consultation with students and staff, our new House System was launched.

Students and staff are now aligned with one of our four Houses: Hollows, Freeman, Mabo, and Walton. Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas. Our new House System has already created a stronger sense of connection amongst both staff and students, and we see `Houses¿ as being a powerful way to enhance student engagement and sense of belonging.

At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students. Building upon our already extensive and intensive interventions that sit within our RTI Framework, we have bolstered and extended these supports through refining our MYLNS programme, and our Tutor Learning Initiative. As always, the programmes for our at-risk students are mirrored by the opportunities offered to our High Ability students, including Extension Maths through TLI and an Extension and Enrichment Writing Programme.

In 2023, we achieved the best senior school results the college has seen since its establishment over 40 years ago. We achieved a median Study score of 29, up from 27 from the year before. 97 % of our graduating cohort achieved success. 32% of our cohort achieved an ATAR of above 80. Our average ATAR was 68.

To support improved outcomes, in 2024, we continue to develop curriculum but shift our focus to enhancing pedagogy via, enabling learning walks, peer observation and /or engaging in coaching. We will continue to engage in PLT¿s to collaborate and analyse data. We will continue to embed the use of Maestro, a data platform to better understand the learning needs of students so that we may differentiate learning tasks to meet students point of need.

Selection Criteria

SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including supporting others in respect to specific work functions relevant to the role.

SC2 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4 Demonstrated understanding of students with additional needs (including students with an EAL background) and knowledge of the Department's Disability Inclusion Profile reforms.

SC5 A commitment to professional learning and growth for both self and others.

Role

Annual Leave

A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employee's ordinary hours of work. Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.

Additional paid leave - education support class

A full-time education support class employee is entitled to 228 hours (30 days) additional paid leave in respect of each calendar year. Part-time employees receive additional paid leave entitlements on a pro rata basis calculated according to the time fraction worked.

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.

Responsibilities

Key Responsibility Areas

1 Classroom Support

• Assist students on an individual or group basis in specific learning areas, under the direction of the classroom teacher
• Assist with the communication between students and teachers, particularly the interpretation of instructions
• Support EAL learners to reach their potential at school, by assisting them in the classroom
• Provide basic physical and emotional care for students
• Promote an inclusive environment by understanding and anticipating situations in which students might have difficulties, and act as a buffer and support to facilitate the most positive outcomes possible
• Supporting students in applied learning programs and students with behaviours of concern
• Under the direction of a teacher, assist with the supervision of students to ensure their own and/or other students' safety both inside and outside the classroom, in school grounds, camps, excursions, sporting activities, therapy activities and life skills
• Provide teachers with insight into the students' cultural and/or special needs background and experiences
• Assist in the preparation of student resources and equipment
• Prepare basic curriculum support resources
• Observe students and inform the teacher of relevant learning and behavioural issues as necessary
• Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement
• Assist with the enrolment of EAL students

2 Communication

• When requested, assist with communication between parents/carers and the school
• Upon request by School Leadership, liaise with community. Encourage parents and carers to take part in school activities (e.g., fundraising, school council, etc.)
• Participate in team meetings, take minutes as required, and arrange distribution after verification by Learning Support Leader
• When requested, assist in organising Student Support Group meetings by contacting parent/carers and arranging a suitable meeting day/time. Assist with preparation of agenda in consultation with Learning Support Coordinator and/or SSG Coordinator
• Assist in explaining school policies and activities to students and parents/carers with an EAL background
• Inform the school about family circumstances (with the family¿s permission) that may impact on student learning
• Maintain confidentiality of privileged information, to which the LSO is privy, by virtue of the role

3 Data Collection

• Keep documented records of student/s progress/observations through case notes and intervention records

4 Other Duties

• Undertake other duties related to the role as directed by the Student Services Leader, Student Support Manager, and/or Learning Support and Intervention Coordinator
• Participate in professional development and training to maintain the expected level of knowledge of current and best practice in the major areas of responsibility associated with the role
• Undertake training in areas identified to maximise support for vulnerable cohort of students
• Other duties as directed by the Principal

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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 [email protected]

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

Other Information

Position Objective

Provide support for the vulnerable student cohort who require additional assistance and support with their learning needs. Learning Support Officers also provide support to teaching staff in the classroom and beyond, through the implementation of strategies outlined in the individual education plan or personal learning goals for students in the classroom.

Definition: Vulnerable student cohort

• Student funded under the Program for Students with a Disability (PSD) or Disability Inclusion Profile (DIP)
• Student with additional needs (ie Autism Spectrum Disorder, Hearing Impairment, Visual Impairment etc)
• Students for whom English is an Additional Language (ie EAL background)
• Student with an Indigenous background
• Students placed in Out of Home Care (OoHC)
• Student involved with Youth Justice

Accountability, Authority and Decision Making

• Works under supervision to support general educational programs and adhere to established protocols.
• May supervise groups of up to 4 students.
• Procedures and duties are well understood and clearly documented.
• Maintains highly effective and positive working relationship with all staff.
• Proactively demonstrates College values in daily work and interactions with students and colleagues.
• Comply with all OH & S policies and practices in relation to the role of LSO.

Other Relevant Information

• Valid Working with Children Check Card (WWCC)
• National Police Record Check
• Comply with the College Child Safety Code
• Certificate III Education Support or equivalent qualification and/or experience would be highly regarded

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.