Inclusion Support Officer - Commence Jan 2025

Inclusion Support Officer - Commence Jan 20253 days ago, from Department of Education & Training Victoria
Maffra Secondary College is a regional college which caters for students in Years 7-12. Maffra is located two and a half hours from Melbourne but within one hour's drive of both the sea and mountains. Our enrolments sit at approximately 540 and a majority of our students travel to and from our school by bus from neighbouring towns. This number of students makes it small enough to allow positive relationships to be formed, but large enough to provide a wide range of options for our students. Our Strategic Plan goals are to improve student learning, student engagement, and student wellbeing.
Maffra Secondary College provides learning and leadership opportunities for all students both within the school and the wider community. There is a focus on providing a positive learning environment where all individuals are accepted, inspired, and empowered to succeed. We want our students to be actively involved in their learning and through student voice and agency, contribute to not only the development of the curriculum but also to improving the school environment and working with neighbouring cluster schools and the local community.
In 2021 we launched the new school values to the students and to the school community after a review in 2020. Our College values Respect, Learning, Community, and Resilience guide and underpin our high expectations of behaviour for staff, students, and our parent/caregiver community and we always strive to achieve the highest standard possible in these areas.
In 2022 we launched the new Explicit Instructional Model (EIM) for staff. Our student leadership team is currently developing a student responsibilities for learning model to align to this. This year all staff are undertaking professional learning focused on EIM, the Science of Learning, and we have an explicit focus on the consistent implementation of our SWPBS Framework. These are key outcomes from our school review conducted in Term 4 2021. All teaching staff participate in a school-wide GROWTH Coaching program where they meet with their Lead Coach fortnightly to focus on growing capacity in areas aligned to our AIP.
There is a broad range of opportunities and pathways offered at the senior school which caters for the diverse interests, needs, and abilities of our student cohort. The staffing profile of Maffra Secondary College includes a principal and two assistant principals, 43 Effective Full Time (EFT) teachers, and 22.87 EFT Education Support (ES) staff, including office administration staff, classroom support staff, and other support staff. Our SFOE is 0.5225.
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
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 of 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 coordination 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 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.Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting.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 coordination, 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.Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance.Provides specialised communication support for students and teachers in areas such as AUSLAN and braille.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: 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: Department Values Overview.
Other Information
Please ensure that your application includes:
a resume including relevant experience as well as personal details (name, address, and contact numbers, business and home)a section addressing the selection criteria and the requirements for application under the Who May Apply sectionIt is recommended that your response to each of the selection criteria uses the STAR model.
names and contact numbers (telephone and email if possible) of two refereesPlease note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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