Learning Support

Department of Education Victoria – Colac VIC 2 days ago, from Department of Education & Training Victoria Join the Teaching Team at Lake Colac School – Evidence-Based Practice Meets Learning & Wellbeing Needs of All Students To see our staff and students in action and why you should apply to work in our school, start by visiting our website at lakecolacschool.vic.edu.au or organise a school visit with us now. Lake Colac School (LCS) is a dynamic and inclusive specialist school located in the regional town of Colac, serving students with diverse learning needs from Early Education through to the year they turn 18. We provide contemporary, research-based education and wellbeing programmes for students across a broad catchment area that includes Colac and the surrounding coastal district. Our students have a diagnosis of intellectual disability ranging from mild to profound and many present with additional needs, which make them suitable for the tailored education that they receive from our expert staff. Every day, our staff make a tangible difference in the lives of these young people by creating supportive, structured, and joyful learning environments where every student can thrive. Our Approach to Teaching and Learning At Lake Colac School, teaching is grounded in the science of learning and evidence-based pedagogies. Our programmes are designed using Cognitive Load Theory, Explicit Instruction, and whole-school systems and supports to ensure that teaching is clear, purposeful, and accessible to every learner. Very small class sizes (from 5 up to 13 students) that enable meaningful connections and targeted teaching. Multiple teacher aides in each classroom, ensuring every student receives individualized support. Structured routines, visual supports, and explicit teaching that maximise engagement and learning efficiency. Collaborative Professional Learning Teams (PLTs) and Professional Learning Communities (PLCs) where staff share practice, analyse student progress, and continuously refine their craft. Supportive leadership, coaching, and mentoring by experienced leaders who understand what it takes to support staff to address the needs of each learner and to become part of an established positive school culture. Our teachers are lifelong learners who embrace reflection, collaboration, and innovation. You’ll be supported to implement best-practice pedagogy, build deep professional expertise, and see the impact of your teaching every day. Curriculum and Stages of Learning Our Early Education Program (EEP) caters for children aged 2.8 to 4.8 years who present with developmental delays in two or more areas. Guided by the Victorian Early Years Learning and Development Framework (VEYLDF), this program develops foundational skills in communication, motor coordination, social-emotional growth, and cognition through guided play and intentional teaching. Across the school, the Victorian Curriculum F10 (including Foundation Levels A‑D) provides the basis for a highly differentiated, individualized learning experience. Each student has an Individual Learning Plan (ILP) that supports personalised goals, authentic assessment, and pathways for success. In the senior years, students participate in Enterprise Education, Work Experience, and the Victorian Pathways Certificate (VPC) that prepare them for life beyond school. A Supportive and Collaborative School Culture At Lake Colac School, staff wellbeing and professional growth are as important as student achievement. We believe that great teaching happens in an environment of trust, teamwork, and shared purpose. A collaborative, caring staff culture where everyone supports each other. Strong partnerships with families and allied professionals to ensure the best outcomes for students. A commitment to Social and Emotional Learning (SEL), building student confidence, self-regulation, and resilience. Ongoing professional development and coaching aligned with the Framework for Improving Student Outcomes (FISO) 2.0 and the Victorian Teaching and Learning Model (VTLM) 2.0. Our new, purpose-built facility in Colac West (opened 2024) provides modern, accessible, and flexible learning spaces designed to meet the diverse needs of our students and staff. Join Our Team If you are a teacher who values evidence-based practice, collaboration, and making a real difference, Lake Colac School offers an inspiring and rewarding environment to grow your career. You’ll work alongside passionate colleagues, supported by strong leadership, professional learning opportunities, and a community that truly values education. At Lake Colac School, you’ll have the time, structure, and support to do what you do best – teach well, and change lives. Selection Criteria SC1. Demonstrated capacity to develop and support a horticulture and other garden-based program, and to engage and supervise the work of students and other staff. SC2. Demonstrated high level experience in relation to Risk Management and Occupational Health and Safety. SC3. Technical knowledge and expertise relevant to the position including experience in manual tools, especially in gardening. SC4. Demonstrate capacity to coordinate, assess and manage projects relating to student learning in the horticulture and garden programmes. SC5. Capacity to provide advice and support to management on student needs, capabilities, and outcomes in a horticulture and garden programme. SC6. Demonstrated high level oral and communication skills. Role Attendance requirements to be negotiated to suit school programmes. 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 programmes. 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 programme 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 Support and supervise small groups in developing their horticulture and gardening skills and knowledge. With support from the school, develop a horticulture and garden program to meet the development of skills and knowledge for individual students. Report back to school staff on the development of student learning utilising current school systems. Coordinate the use and maintenance of school equipment relevant to the horticulture and garden programme. Liaise and negotiate with other providers in respect to the cost and quality of products related to the horticulture and garden programmes. Manage the development and collection of resource material at the school. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via 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. 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: 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: Other Information 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 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 #J-18808-Ljbffr