Ed Support Level 1-Range 2 Mylns Literacy (Ed Support Level 1-Range 2)

Job posted: 01/05/2024 Location: North East Region | Shepparton Job type: Full time / From 27/05/2024 - 20/12/2024 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1413520 Selection Criteria 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. Role No school holiday attendance is required 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 Ensure that within the Learning Area, Provide direct support to students · Work directly with prioritised students (See priority order of student allocation in Literacy and Numeracy Support Guide - individually or in small groups) · Work directly with students to improve the literacy and numeracy outcomes  · Source and create appropriate resources to support learning and teaching of students · Use processes and protocols to schedule support in class or individual/small-groups · Maintain accurate and accessible records of sessions (individual and in class support), communication with families and student learning data · Utilise the DET, `Getting to know you, document in the first term to develop suitable working groups Build learning partnerships with parents and students · Establish and maintain a learning partnership with students, share and celebrate progress · Establish and maintain a learning partnership with parents - seek permissions, regular communication and share progress, via Coaches · Build and maintain effective relationships with students- initial and ongoing engagement with students- establish type of support, share learning data and establish learning goals with students Build learning partnerships with teacher colleagues · Maintain communication with teachers of students to provide feedback on student learning · Engage in team or co-teaching if required to support to support students with complex learning needs Use evidence to inform teaching and learning · Administer diagnostic tests or activities to establish student skills profile · Use appropriate data sets (NAPLAN, ACER, OnD and teacher judgement) to create a learning profile · Share learning data where appropriate with students and develop student¿s agency in their learning · Share evidence in collaboration with the Intervention team to write and their data tracking for each MYLNs student within the 5 week sprint. · Work within a PLC to model how to use learning data to differentiate for all student in a learning and teaching cycle Instructional Model · Plan for and utilise the withdrawal Instructional Model for literacy or numeracy · Utilise the 5-week cycle to plan and review student outcomes and share back to relevant stakeholders Work collaboratively within the team · Actively participate and collaborate within the team to track and monitor student learning. · Support other teachers by sharing information, resources and effective practice · Make direct reports to the Literacy / Numeracy Coaches · Participate in fortnightly case management meetings  Other · Organise and attend school-based meetings with Coaches (*Staff are not expected to work outside of their scheduled hours/however this may be negotiated and in-lieu hours offered) · Attend MYLNS Professional Learning · Other activities in negotiation with the Principal 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 (the department) 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 ). Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: or email on:  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: 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: Education support within the MYLNS Program will work within the Interventions area to support secondary school students who are at risk of finishing school without the literacy and numeracy skills they need for future work and study. This initiative seeks to support and build on the work that schools are already doing to improve literacy and numeracy outcomes for all students, by providing additional intervention to prioritised students as part of a whole-school approach Days of attendance are Monday to Friday 8.30am to 4.00 pm. Please make sure that this is the Literacy only position you apply for. 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 Location Profile Our way of doing things at GSSC The saying goes at Greater Shepparton Secondary College (GSSC) that we are Greater Together ! That is our families, staff and community all working together to support our young people, and our students leaning on these support networks to achieve their best. Although we are a big school able to cater for more than 2,200 students, we have been able to retain a `small school, atmosphere through our House and Neighbourhood structure. Through this model, our students are able to feel a sense of Greater Belonging by having a house to call home. This provides students an opportunity to build relationships with key neighbourhood staff, as well as with their peers through our Vertical Home Groups. Building relationships and nurturing a student-centred culture is at the forefront of everything that we do here at GSSC. Our College and House Captains and specialist First Nations, Multicultural, Values, Environmental and Music Student Leaders provide invaluable student voice and input and role model our college values and ethos at various events and activities, both in the school and in the community. Our award-winning Careers Team provide the supports our students need to set Greater Expectations for themselves and to aspire for excellence. While we ask our students to set high expectations of themselves and each other, we also recognise that achieving your personal best is just that, personal! This is why our careers pathway mentoring and counselling is targeted to each individual student and our curriculum is tailored at each year level. In addition to this, our Wellbeing Team here at GSSC is focused on providing Greater Care to our students through a range of services and initiatives including our Doctors in School program, paediatric clinic, Program for Students with a Disability, Secondary School Nurses and Mental Health Practitioners. GSSC Wellbeing Officers are also based in each neighbourhood to support students on a day-to-day basis. This team around the learner is further strengthened by our Ngarri Ngarri team, made by of six staff and a Team Leader who work across neighbourhoods to support First Nations students and their families. Our Multicultural Liaison Officers (MLO) provide this same support for our Culturally and Linguistically Diverse families and speak a range of languages including Arabic, Dari, Persian, Hazaragi, Swahili, Kirundi and Samoan. Both teams work in and outside of the classroom to promote active student participation, positive family engagement, a proactive home/school partnership, culturally safe learning environment and inclusive curriculum and teaching and learning practices. Our Wellbeing and Inclusion Hub also including a range of external allied health and education agencies working in school to support students. Greater Shepparton Secondary College (GSSC) is among the most contemporary secondary schools in the country, featuring award-winning school design and cutting-edge facilities. A double gymnasium, theatrette, green room and roof-top gardens are among features found in few secondary schools. GSS's Enterprise and Innovation Centre for the arts, media, science and technology provides students with the subject choice and education pathways only a big school can deliver. Our people They say it takes a village to raise a child and the same goes for our school community, we simply could not do it without our talented, diverse and passionate teaching and education support staff. Whether it's in front of the classroom, maintaining our beautiful school grounds and facilities, in a leadership role, administration or providing extra support for our students and families, there are so many ways you can have a positive impact on the lives of young people here at GSSC. Although we are a relatively new school, our people have built a fantastic workplace culture here at the college, through a induction and mentorship program supporting new staff. Our staff are also the driving force behind an active calendar of social events and opportunities to get to know one an other in a different way. Not only that but we have the benefit of living in a vibrant regional area that strives to foster a sense of community and offers a wide range of sport and recreation choice and caters to a growing food and wine culture. Teaching in Greater Shepparton also means having the very best in professional learning and inspiration on your doorstep, with the city being home to one of the few regional centres of the Victorian Academy of Teaching and Leadership, building on the Bastow Institute of Educational Leadership based in Melbourne. The Academy provides an unprecedented opportunity for our best teachers to develop their skills and become recognised as state-wide leaders in teaching excellence, while still teaching in their Shepparton classroom. · Hear from our talented teaching staff about why they love teaching in our community: GSSC is a reflection of its community in that it is a highly multicultural school and welcomes students from all ethnic and cultural backgrounds.  We are committed to creating a school community where all members of our school community are welcomed, accepted and treated equitably and with respect. GSSC stands on the Country of the Yorta Yorta and Bangerang peoples, nations, tribes and clans and the Greater Shepparton area is home to the largest population of Aboriginal and Torres Strait Island people outside of Melbourne. Greater Shepparton is located 180 kilometres north of Melbourne, with a population of 66,000. It is the fifth-largest city in regional Victoria and consists of Shepparton city, Mooroopna and Tatura. The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas in more than 50 different countries . Migrant communities are predominately from Italy and Albania and settled in the region after World War II. In the following years, refugees have come from Iraq, Kuwait, and the Democratic Republic of Congo. The most recent arrivals have come from Afghanistan, Iran, Sudan and other parts of Africa. GSSC was formed by the merge of four secondary colleges in Shepparton and Mooroopna, as part of the Shepparton Education Plan - a 10-year Victorian Government strategy to transform Shepparton¿s education system for young people from early learning, through to primary and secondary school, and beyond to higher skills and further education. GSSC commenced in 2020 across the four campuses: Shepparton High School, McGuire College, Wanganui Park Secondary College and Mooroopna Secondary College. Our combined campus, built on the former Shepparton High School site on Hawdon Street, opened in 2022 bringing students from all four campuses onto the one site. Our Community Connector Program provides a service to support employees contemplating applying or accepting a position with a Greater Shepparton organisation, or those who have already accepted a job and are needing to move to the region to start their role  The program can assist with:  1. Finding a home  2. Finding a job for your partner  3. Determine the right school or childcare  4. Provide Local intel  5. Deeply connect you with the community ¿ linking to sporting groups etc  6. They also have networking opportunities  Our Community Connector has a passion for regional communities and a drive to see people connected to create a rich and happy life. They are excited about each opportunity and appreciates that we all have a role to play in showcasing the best of Greater Shepparton.  You are welcome to phone for more information.  1298 jobs are currently listed for Schools (Government) Job type: Full time / From 27/05/2024 - 20/12/2024 #J-18808-Ljbffr