Literacy Support ES Level 1-Range 2

Department of Education Victoria – Melbourne VIC 2d ago, from Department of Education & Training Victoria Parkdale Secondary College is a zoned school located in the southern suburbs of Melbourne. It has a reputation as being community focused and providing students with a safe, engaging and supportive learning environment where success for each student is paramount. Parkdale Secondary College provides a dynamic and stimulating learning journey. Each student is challenged to grow, develop their potential, become an active learner and be an effective and caring member of the wider community. The College vision, structure and programs are reflected in the Parkdale Building Block Framework; the Parkdale Principles -5Ps- guide student expectations and learning: Punctuality, Preparation, Purpose, Participation and Probity. The College’s Teaching and Learning framework is shaped by the Melbourne Declaration and enacts the DET and ACARA requirements. Parkdale provides a diverse range of curriculum. Programs have grown over the past 5 years with the curricular and co-curricular offerings providing students more opportunities and options. The Junior School – Year 7 and 8 – exposes students to a breadth of curriculum. There is a focus on student connectedness, relationships, and collaboration. A small number of teachers work with the one tutor group for 2 years. Year 9 is the transition year with students undertaking discipline-based units, four days of each week with the CONNECT program operating each Wednesday. In Year 10, students begin their pathways program within the senior vertical timetable. Three distinct pathway programs operate in the senior school – Year 10/VCE, VCE + VET, Applied Learning/ VCAL/VET. These programs are complemented by the Year 10 Learning Journeys program focusing on pathways, resilience and student connectedness and the VCE program including SACs, study approaches and pathways planning. Students can also access the enhanced learning programs that are outside the traditional curriculum: the Arts Enhanced Program (AEP) in music and dance; the Elite Sports Program (ESP) – AFL, soccer, basketball, netball, triathlon, and golf; the Writing Is Necessary Program (WIN) and the Science, Technology Enhancement Program (STEP) with the themes of Dissections, Formula 1, Robotics and environmental investigations. The growth in these enhancement programs has been in response to student demand for high level program engagement. A comprehensive Wellbeing Program based on authentic relationships with tutors and teachers is supported by a Wellbeing Team including a qualified Psychologist, counsellor and Wellbeing Officers. The College has strong links at the local, national and international level. We want our students to develop a global perspective. Parkdale Secondary College has developed the Parkdale Community Precinct. This precinct includes indoor sporting facilities, theatre and performing arts areas, Children’s Hub, external playing fields and car parks. A governance model has evolved through the cooperation of the partners – the City of Kingston, Mordialloc Community Centre and Parkdale Secondary College, with the model now a blueprint for other schools and local governments. The precinct caters for many thousands of community members each week. The educational vision has been complemented by the upgrade of physical space to allow 21st century pedagogy. The College has largely been rebuilt since 2010. Stage 1 was completed in 2010 with Stage 2 of the program completed in 2013: three new Gyms; Visual Arts Centre with 8 rooms; Performing Arts Centre with a 350-seat Auditorium; 2 Music Classrooms; 3 Tuition Rooms; a Green Room and a Foyer. The new Senior School Centre was completed in May 2014 and the Children’s and Family Intergenerational Hub was completed in August 2014. The focus of improving student outcomes has always been central to the College vision. The use of data to inform College Council, staff, parents and students on the progress of the College, Year Level cohorts, classes and individual students is regularly undertaken. Teachers reviewing their practice underpins professional learning, Curriculum workshops and the review process. The move to a common instructional model – CDT – has led to a focus on consistency in curriculum development and implementation and the development of differentiated formative and summative assessment. This continues to be a central focus of the College’s teaching and learning processes. 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 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. Beginning at the base, the position initially will 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 Communicates with students 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 co‑ordination, 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 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 ******@education.vic.gov.au 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: 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  Be careful - Don’t provide your bank or credit card details when applying for jobs. Don’t transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr