Multicultural Teacher Aide / careers

Overview

Work type: Full time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 3

Occupation: Teacher

Location: Southern Metropolitan

Reference: 1477899

Location Profile

Hallam Secondary College is in Southeast Melbourne on the lands of the Bunurong. Learning communities have flourished on this land for more than 30,000 years. The current College has been on this site since 1971 and is going through exciting change.

Over the next 2 years;

• HSC will be reorganised and expanded to cater for growing demand in south-east Melbourne and give families certainty they will have a quality local school for their entire secondary schooling journey.
• The school has progressively moved from a Year 10-12 to a Year 7-12 school allowing it to increase enrolments.
• The current strengths at senior level in vocational education and its Sports Academy to be supplemented by a broader offering of VCE subjects for its growing student cohort.

Our Vision and Mission is to create a school that;

• Is a true learning community
• Is a safe, calm and happy environment
• Is a place students wish to attend, staff want to work and parents feel welcome
• fulfills student potential, and
• prepares students for life beyond school

Our current enrolment sits at over 600 students with an SFOE of 0.56. We primarily enrol students from the Hallam, Eumemmerring and Doveton suburbs with many Senior students travelling in from further afield. Our current staffing profile consists of an Executive Principal, three Assistant Principals, six Leading Teachers, four Learning Specialists, 56 Classroom Teachers and 30 Educational Support staff.

We are a medium sized College serving a culturally and ethnically diverse community. Our size enables us to know every student and offer a range of programs that are more commonly found in a large school.

Our 2022 to 2026 Strategic School Plan goals are to:

• Maximise each students achievement and learning growth, and
• Maximise each students wellbeing and engagement in learning

Our Values of Achievement, Care and Equity underpin all our work.

We use the metaphor of a learning compass to develop the types of competencies students need to successfully navigate towards the future we want, individually and collectively.

Just as a compass orients a traveller, the HSC Learning Compass indicates the knowledge, skills, attitudes, and values students need not just to weather the changes in our environment and in our daily lives, but to help shape the future we want.

Our curriculum programs privilege Literacy, Numeracy and Health. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus learning skills underpinned by the Victorian Curriculum in Years 7 to 10. Our Senior students can access a wide range of VCE and Applied Learning Programs including University enrichment courses and HeadStart as part of a three-year pathway to success.

The College has three Centres of Excellence that enrich and extend the curriculum. These are;

• Sports Performance
• Arts and Performance
• Technology Innovation

As one of the largest school-based Registered Training Organisations in Victoria our Senior students can access the Hallam Valley Trade training Centre which provides a wide range of applied learning courses on site.

Our evidence-based approach to learning and teaching is informed by the work of John Hattie, Dylan Wiliams and Richard Elmore. Our balanced pedagogical approach draws on Responsive Teaching, Inclusive Classroom Practices and the Berry Street Education Model. Professional growth is facilitated through Professional Learning Communities, Instructional Coaching and sharing practice through reciprocal classro9om visits.

Our work with students is framed by the Response to Intervention model. The College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 and 3 support. Additional Tier 2 supports include a range of performance and arts-based programs, and programs that support diversity and inclusion.

The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices

Selection Criteria

1 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.

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

3 Possess the technical knowledge and expertise relevant to the position.

4 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

5 Highly developed communication and interpersonal skills enabling effective communication and the building of quality partnerships with and between students, parents, staff, external stakeholders and the wider school community.

6 Tertiary qualifications appropriate to the position including a demonstrated commitment to professional learning and growth for self and others.

Role

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Responsibilities

Teacher Aide Responsibilities

• 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
• 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
• Assist students on an individual or group basis in specific learning areas.
• Participate in team meetings.
• Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
• Assist in the preparation of student resources and equipment.
• 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.

Under the direction of the Careers/Pathways Coordinator:

• Coordinate the Year 7-9 careers education program.
• Coordinate the pathways counselling of disengaged students, including those who have exited and those at risk of not satisfactorily completing secondary education.
• Coordinate the Year 10 Work Experience program.
• Coordinate VCE-VM Structured Workplace Learning program.
• Provide information and guidance to students, parents and staff on post school pathways.
• Provide individual course and careers counselling to students.
• Support students with tertiary applications, including VTAC, SEAS, and scholarship applications.
• Support the delivery of the course selection process for Years 9 to 11 and the VTAC course. selection process for Year 12¿s including outreach service provided for Change of Preference week.
• Support the Careers/Pathways Coordinator in the development and delivery of the schools careers program.
• Liaise with external organisations, agencies, and providers regarding pathways for students.

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

Conditions of Employment

• 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