Education Support Officer

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. 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 Attendance requirement for this position: 8:45am to 3:30pm (30‑minute unpaid lunch break) 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 four 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 judgments 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 Responsibilities may include: Providing routine support for teachers including assisting with planning of student routines Supporting communication between teachers and parents Communicating with teachers on routine matters related to students and/or other responsibilities Providing basic physical care and wellbeing support for students such as toileting, meals, and lifting Communicating with students to support comprehension of basic tasks and information Addressing immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure Providing basic support and supervision for individuals or groups of up to four students within a classroom setting Supporting 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 Providing medical intervention support to a student/s, under specific conditions, with appropriate training and guidance Providing specialised communication support for students and teachers in areas such as AUSLAN and braille Other duties required by Principal, Assistant Principal and Wellbeing and Disability Inclusion Who May Apply These roles are identified positions and are available for Aboriginal and Torres Strait Islander applicants only. 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: Other Information This position is available to eligible Aboriginal and Torres Strait Islander peoples interested in undertaking the Aspiring Koorie Teachers (AKT) Now programme. AKT Now supports candidates to work in Education Support and/or teaching paraprofessional roles while completing formal qualifications. To learn more, visit AKT Now Programme. Candidates participating in the AKT Now programme are required to be actively engaged in one of the two study options during their employment: Vocational Education Pathway : Candidates must be willing to undertake a Certificate IV in School‐Based Education Support course of study Higher Education Pathway : Candidates must already be studying an Initial Teacher Education (ITE) qualification at the level of: third or fourth year of an undergraduate degree be engaged in postgraduate ITE qualification and undertaking a minimum of 50% equivalent full‑time study load at the time of assessment. Participants will be employed in a Victorian government school under a fixed‑term contract for up to 1‑year, receive wrap‑around support from cultural mentors to assist with completing their studies. Eligibility To be eligible, applicants must: Identify as Koorie (Aboriginal and/or Torres Strait Islander). Be a Victorian resident. Meet the specific requirements for either the Vocational Education or Higher Education pathways as outlined above. 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 OUR COLLEGE Eaglehawk Secondary College (ESC) is a Year 7‑10 college, which focuses on the needs of students in preparation for senior school pathways, further study and the workforce. Students from the college progress on to undertake the VCE or equivalent at Bendigo Senior Secondary College, with which ESC has a very strong partnership as a member of the Bendigo Education Plan cluster schools. The college has a student population of 570 students drawn from Eaglehawk, Bendigo and the adjacent rural areas, with projected growth to 700. The college was completely rebuilt in 2012 with outstanding facilities including four Learning Communities; Design and Technology building; Performing Arts Centre; Library; Food Technology areas; Gymnasium; a purpose‑built Innovation Learning Centre for STEAM and an onsite re‑engagement facility that hosts the college’s Connect Programme. STUDENT ENGAGEMENT A wide range of teaching and learning strategies are employed by teachers to actively involve students in their learning and respond to the different skills, abilities, and interests of all students. The major features of ESC are: A well‑balanced curriculum that has breadth, depth, engagement and challenge. Personalised learning opportunities that increase agency and voice in learning. Literacy and Numeracy programmes catering for personalised learning. Applied and practical learning experiences with VCE and VET opportunities utilising industry standard facilities and equipment. 1:1 Netbook Programme. Programs to support Indigenous students. Tutor supported programme for Karen students. Opportunities for students to thrive in our on‑site engagement programme – Connect – that support students who are at risk, therefore enabling them to remain connected to educational opportunities and the school community. A Teacher Advisor Programme committed to the learning, wellbeing, and engagement of students. ICT ESC maximises learning technologies through the 1:1 Netbook Programme. Parents are kept informed of their child’s learning and attendance via COMPASS platform. Every student in the College is resourced with a netbook computer and connected online for their learning and assessment. RESPONSIVE & INNOVATIVE CURRICULUM A wide range of teaching and learning strategies are employed to actively involve students in their learning and respond to the different skills, abilities, and interests of all students. Curriculum initiatives include: E‑Learning across the curriculum Pathways opportunities which include Work Experience and Head Start VET and VCE provision at Year 10. High needs transition programme for at‑risk students Year 6 moving to Year 7 Year 10 transition programme to Bendigo Senior Secondary College Breadth of subject and elective offerings across the curriculum across years 7‑10 Courses are designed and aligned with Victorian Curriculum in the areas of English, Mathematics, Humanities, Arts, Science, LOTE, Design and Technology and Health and Physical Education. Opportunities to undertake specialist programmes as part of the BEP cluster secondary schools initiative including the Athletic Development Programme and STEAM RACV Energy Breakthrough, Bendigo Instrumental Music Programme (BIMP) and Marrung Performing Arts Programme PARENT ENGAGEMENT Parents obtain regular feedback about student progress and competencies through: Ready to Learn conferences and Parent / Teacher / Student interviews at the start of each semester. Progressively student assessment and reporting information available through COMPASS for each unit of work. The college is reporting using online technologies. End of semester reports on Victorian Curriculum progress via COMPASS Course Counselling for subject selection for years 8‑10. COLLEGE FACILITIES Our school has been built to cater for a long‑term enrolment of 800 students. The school is designed on principles that have created modern school buildings capable of supporting a wide variety of new teaching and learning approaches. The school design allows for: Personalised learning for every student. Curriculum that has breadth, depth, engagement and challenge. Applied and practical learning experiences. Each student having a Teacher Advisor for student wellbeing, mentoring and academic support. Indoor‑outdoor connections for learning. For example the GROW programme and 3556 Magazine. Student leadership opportunities. Student Executive Leadership Team (SELT) Partnership programmes with La Trobe University, Bendigo. College Production. SUPPORTING ALL STUDENTS The facilities have a capacity to provide for a vast curriculum programme including STEAM and Project Based Learning programmes. The setting supports students to build effective relationships with their teachers and their fellow students. LEARNING COMMUNITIES Learning Communities accommodate up to 200 students. The community setting caters for their core curriculum classes and provides the base for their management and welfare as a group. Small teams of teachers provide home group (Teacher Advisor – TA) tutoring to small groups of students in each Learning Community, which will help develop a culture of high expectations, underpinned by a commitment to effort and hard work by all. The flexible learning spaces, and network cabling, support the extensive use of Information Communication Technologies. The design of the neighbourhoods allows effective supervision of all students in the group and includes social spaces where personal relationships are formed. Learning communities also include: Studio classrooms for up to 25 students. Interview spaces that can also be used as a workspace for three or four students. Breakout spaces where a range of teaching and learning activities can occur. Specialist Arts / Science studios and a link to specialist areas for Design and Technology Studies, Health and Physical Education and Performing Arts. #J-18808-Ljbffr