Classroom Support - Integration Aide / Tutoring 2025 | Part-Time | Ongoing | Lilydale High SchoolJob posted: 14/11/2024
Job type: Part time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1451706
Selection CriteriaSC1 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.
RoleAn 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.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.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.
ResponsibilitiesEvaluate and diagnose: understanding each student's individual learning needs is critical in determining appropriate interventions.
Prioritise and set goals: setting a clear intention for the tutoring cycle guides the choice of appropriate interventions.
Develop and plan: based on the learning goals for the tutoring cycle, the tutor develops learning tasks and session plans.
Implement and monitor: the tutor delivers tutoring sessions based on the Group Learning Plan (or equivalent), incorporating regular monitoring.
Who May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Conditions of EmploymentThis 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 ProfileLilydale High School has a long tradition of providing excellent educational programs for students Years 7 to 12 and is highly regarded in the community. Great efforts are made to see that its students consistently attain outstanding achievements in a wide variety of areas, including VCE results, sports and community service activities. Collaborative decision-making processes, resulting in clearly defined policies and programs, aim to ensure that each child is challenged and extended academically, creatively, socially and physically.
The school offers a comprehensive curriculum for Years 7 to 12 in the following eight Key Learning Areas: English, Languages, Technology, Science, Mathematics, Humanities, Physical and Sport Education and the Arts. All Year 7 and 8 students study units from these core areas. Year 9/10 students select from a wide range of units offered by all areas of study within set requirements. VCE subject choice is determined by vocational or further study ambitions and is made from a comprehensive range of courses. Special features of the curriculum include the provision of an accelerated program for academically gifted and talented students and the study by Year 10 students of VCE units. The school also offers VET and VCAL courses. The current Charter Priorities are: Improved Student Outcomes including improved NAPLAN and VCE results; Improved Connectedness and Improved Transitions from Year 8 to 9 to 10.
Our Vision Statement underpins all the school's decisions and actions: Lilydale High School is dedicated to providing an environment that values academic excellence and maximises opportunities and pathways to enable all students to become resilient and contributing members of the community. In brief, Excellence in learning, resilience in life, thriving in community. We are committed to providing a safe, secure and welcoming environment for all students. The school believes that each student's happiness, confidence, feelings of security and sense of belonging are dependent upon an environment where all members are considerate, respectful and courteous to each other.
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