Ed Support Level 1-Range 3 - Literacy Intervention Program

Job posted: 12/06/2024
Job type: Part time / From 15/07/2024 - 20/09/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1419980
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 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 employee¿s 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 MAC runs a comprehensive and evidence based literacy intervention program. Students undertake literacy testing upon enrolment, and our literacy intervention students all require intensive support to catch up to their peers in both decoding and reading comprehension.
Students participate in small group Macqlit (MultiLit) sessions, multi-sensory language interventions, and reinforced 1-1 reading. Literacy support officers work with students 1-1 and in small groups to provide students with essential reading practice and feedback. We use WARP testing to monitor student progress. 
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
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:
All applicants are required to submit a copy of: · Full Academic transcript displaying results and qualifications
· Current VIT registration / WWC registration (whichever is appropriate) · Please restrict the written application to seven (7) pages. Further to this, include a cover letter, current CV and the names and contact details of three (3) referees, including work, mobile and email details. (All as one attachment)
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 Mount Alexander College (FLEMINGTON) - SCHOOL PROFILE & VISION Mount Alexander College or MAC is an inner-city school located in Flemington, 5 kms from Melbourne CBD. It has become the school of choice for families living in the Kensington, Flemington, Ascot Vale and Moonee Ponds Community, with enrolments doubling in the past 4 years. In 2016, MAC underwent significant change, transforming itself into an innovative and progressive school with a focus on student empowerment and student-centred learning. MAC¿s approaches to curriculum provision and pedagogy, student engagement and wellbeing have gained national and international recognition.
At Mount Alexander College our vision is to foster an inclusive and supportive learning environment that empowers students to direct their own learning. We endeavour to create a school that remains connected and engaged with the community and caters for all kinds of success. Finally, we aim to help students reach their full potential as global citizens who, with integrity, can positively contribute to the world.
OUR VISION IN THE CLASSROOM In fostering an inclusive and supportive environment for our students we must know them, their strengths and their areas for improvement. We use formative assessment to guide our instruction and empower students to direct our instructional choices. Learning at MAC is collaborative, both peer to peer but also students and teachers work together to negotiate the best learning pathway. Our students are connected to each other and the broader world, both through their use of digital technologies and in their access to a global perspective in all their classes. Our classes draw on local expertise and community engagement where possible to allow our students to see how the learning in the classroom relates to their everyday lives. Our students understand themselves as learners, they are informed about their progress, how they have improved and what they need to do further to continue to improve. Our school values are celebrated and embedded in our work in the classroom.
Mount Alexander College is a school where teachers:
· stimulate and support ongoing teacher learning and collaborative teacher research within the school;
· develop and improve the quality of teaching practices of pre-service teachers;
· develop innovative curriculum and teaching resources and practices that are shared across Victorian secondary schools;
· promote and provide credentialed professional learning for teachers in Victoria and elsewhere;
· actively participate within local school networks and partnership arrangements with local tertiary providers;
· take an active role within the local community.
The Mount Alexander College learning environment and curriculum:
· supports a teaching and learning culture that is exciting, reflective, engaging and student centred;
· supports independent thinking and a respect for student work and the work of others;
· fosters a strong sense of identity and belonging;
· caters for an innovative and broad scaffolded curriculum;
· facilitates innovative, evidence based pedagogies;
· incorporates flexible internal and external learning spaces supported with the most current technologies to support learning; and
· enables students to link with and work collaboratively with other schools, tertiary institutions and state, national and international organisations.
At Mount Alexander College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world. Our common instructional model supports the development of a shared language about teaching practice and supports teacher reflection. Jane Pollock¿s GANAG lesson planning schema and the effective implementation of the High Impact Teaching Strategies underpins the teaching and learning cycle at MAC. Staff participate regularly in cycles of inquiry within Professional Learning Teams and in doing so, strive to provide highly stimulating learning that is tailored made to meet the passion and needs of our students.
At Mount Alexander College, we strongly promote our values of Community, Engagement, Excellence and Respect.
Part time / From 15/07/2024 - 20/09/2024
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