Learning Support Officer - Inclusion

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 15/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1418730
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 communicate effectively in a team environment, including high level oral and written communication skills.
SC3 Demonstrated ability to work and collaborate as part of an effective LSO Team, promoting an inclusive environment and to contribute to the overall success of the school's Learning Support Program.
SC4 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC5 Demonstrate an ability to work with vulnerable cohorts of students and develop positive relationships with students, including those with challenging behaviours.
SC6 A commitment to professional learning and growth for both self and others.
Role A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employee's ordinary hours of work.  Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.
Additional paid leave - education support class A full-time education support class employee is entitled to 228 hours (30 days) additional paid leave in respect of each calendar year. Part-time employees receive additional paid leave entitlements on a pro rata basis calculated according to the time fraction worked.
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 Key Responsibility Areas 1. Classroom Support · Assist students on an individual or group basis in specific learning areas, under the direction of the classroom teacher.
· Assist with the communication between students and teachers, particularly the interpretation of instructions.
· Provide basic physical and emotional care for students.
· Promote an inclusive environment by understanding and anticipating situations in which non-verbal students might have difficulties, and act as a buffer and support to facilitate the most positive outcomes possible.
· Supporting students in applied learning programs and students with behaviours of concern.
· Under the direction of a teacher, assist with the supervision of students to ensure their own and/or other students¿ safety both inside and outside the classroom, in school grounds, camps, excursions, sporting activities, therapy activities and life skills.
· Provide teachers with insight into the students¿ cultural and/or special needs background and experiences.
· Assist with development of student profiles, including detailing the effective use of classroom and individual strategies.
· Assist in the preparation of student resources and equipment.
· Prepare basic curriculum support resources.
· Observe students and inform the teacher of relevant learning and behavioural issues as necessary.
· Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
2. Communication · When requested, assist with communication between parents/carers and the school.
· Participate in team meetings, take minutes as required and arrange distribution after verification by Learning Support Coordinator.
· When requested, organise Student Support Group meetings by contacting parent/carers and arranging a suitable meeting day/time. Assist with preparation of Agenda in consultation with Learning Support Coordinator.
· Participate in Student Support Group meetings, take minutes and forward to Learning Support Coordinator for distribution.
· Maintain confidentiality of privileged information, to which the LSO is privy, by virtue of the role.
· Undertake training in areas identified to maximise support for vulnerable cohort of students.
3. Data Collection · Keep a documented record of student(s) progress/observations through case notes.
4. Other Duties · Undertake other duties related to the role as directed by the Student Services Leader and/or Learning Support Coordinator.
· Participate in professional development and training to maintain the expected level of knowledge of current and best practice in the major areas of responsibility associated with the role.
· 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 CommitmentApplicants 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:
Provide support for the vulnerable student cohort who require additional assistance and support with their learning needs. Learning Support Officers also provide support to teaching staff in the classroom and beyond, through the implementation of strategies outlined in the individual education plan or personal learning goals for students in the classroom.
· Student with additional needs ie ASD, Hearing Impairment etc
· Student from EAL background
· Student from Indigenous background
· Student placed in Out of Home Care
· Student involved with Youth Justice
Accountability, Authority and Decision Making · Works under supervision general educational programs and protocols.
· May supervise groups of up to 4 students ie Literacy and Numeracy intervention programs.
· Procedures and duties are well understood and clearly documented.
· Maintains highly effective and positive working relationship with all staff.
· Proactively demonstrates College values in daily work and interactions with students and colleagues.
· Comply with all OH & S policies and practices in relation to the role of LSO.
· Comply with the College Child Safety Code
· Certificate III Education Support or equivalent qualification and/or experience would be highly regarded
· Position description should be read in conjunction with the LSO Protocols document
Conditions of Employment This 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 Profile At Hampton Park Secondary College (HPSC) our vision of learning excellence is underpinned by the HPSC values of Respect , Learning , and Working Together . Our values inform our daily interactions and decisions, these values are embedded in our whole school practice and they are supported by the high expectations that embody our School-wide Positive Behaviour Support Program.
Since 2020, we have transformed our approach to learning by enabling students to be more empowered to take control of their learning.  We are committed to embedding an education model that is more student¿centred and focused on personalised learning pathways.  We have redesigned our learning programme to enable students to excel through this research-based future-focused model, ensuring all of our students benefit from deepened learning and improved educational outcomes.  In line with this approach is our recognition that all students are unique, and that each student brings their own distinct and individual passions, interests, skills, and knowledge into our learning ecosystem.
Our world is rapidly changing and so must our approach to learning. Sir Ken Robinson reminds us that Schools Kill Creativity . Professor Yong Zhao suggests that education requires a ` Paradigm shift ¿. In 2019, HPSC joined Future Schools and commenced redesigning our curriculum and our approach to learning to enhance student engagement and learning outcomes. Learning is categorised into three stages or `programmes¿:  Explore, Enhance, and Excel.  These programmes recognise the unique needs of each student as they engage in their secondary education and allow learning to be transformative, dynamic, and focussed upon growth.  Our programmes allow students to `move through¿ their secondary schooling experience in a way that better reflects their passions and abilities rather than their nominal `year level¿.  Hence, whilst many students merely survive their time at high school, students at HPSC instead thrive in an exceptional learning environment where they are empowered and supported to create an educational pathway that is as individual and unique as they are.
At HPSC, we strive to create a culture of learning that enables learning to be done with students, rather than to students .  Our innovative, tailor made approach to learning assists students so that no student is held back, and no student is left behind.  Learning is an organic process.  By creating optimal conditions for learning, students thrive.
HPSC is a large, culturally diverse learning community situated in the City of Casey growth corridor. The current student enrolment stands at 1144 students with approximately 52 nationalities represented and 67 languages other than English spoken.  Sixty percent of students speak a language other than English at home, 27% of students are enrolled in English as an Additional Language (EAL) and 66% of students receive additional equity funding. There are 5 Principal Class, 116 Teacher Class and 70 Educational Support Staff.
We are seeking exceptional educators and support staff to join our highly professional and dedicated team to transform learning. If you believe that an innovative approach is needed to engage students and improve outcomes, while better preparing them for a rapidly changing world, then I encourage you to apply to join our dynamic team.  To find out more about our College, we invite you to peruse our website ( Hampton Park Secondary College (hpsc.vic.edu.au) ) to access our 2022 Subject Handbook located under the Curriculum Tab.
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