Inclusive Education Support Officer

Arethusa College is an independent, co-educational school catering for students from Year 7 to Year 12. Arethusa College provides an alternative approach to education for students where previous schooling in a mainstream setting has not been successful due to social, emotional, physical, educational, familial or situational difficulties. The College believes that engagement in education has the potential to empower marginalised students. Mission and Values Mission: Arethusa College is one school with many campuses that exist to reconnect disengaged students, by creating alternative educational communities that facilitate, ‘Real Connections’, ‘Real Learning’ & ‘Real Futures’. Values: Arethusa College is committed to creating a culture where we in practical ways ‘Believe in our students’, ‘Where we Expect of them’ and ‘Where we Celebrate with them’. The Role We offer an opportunity for an Inclusive Education Support Officer (IESO) available at our Maroochydore (Sunshine Coast) Campus. The role is a unique opportunity to work within a Special Assistance School where individualised and personalised learning is prioritised for the students who have previously disengaged from mainstream education. These students present with diverse learning needs and require interventions and adjustments to enable them to flourish and succeed. Involvement and participation in the pastoral care framework of the College, as well as in the co-curricular program, is an integral part of the Inclusive Education Support Officer’s role. This position works under the direction of the Principal of Inclusive Education as part of the wider Inclusive Education team, towards whole of school’s inclusive education practices. It is designed to support students with special needs, learning difficulties and/or social‑emotional stressors, to achieve and succeed in their education, building upon inclusive practices within the College. It reflects the College’s firm commitment to inclusion for all students. The ideal candidate will have relevant experience within a school setting, be exceptionally caring and can develop an excellent rapport with staff, students, families and community members. They will be able to prioritise competing demands, seek assistance from team members when required and develop an effective working relationship with all staff. They will be familiar or willing to develop familiarity with funding applications, compliance documents and accountability requirements, as well as having the skills to present and use data to inform teaching. The role reports to the Principal of Inclusive Education and requires close work with the Inclusive Education Teachers, campus and cross‑campus teams to ensure the best outcomes for all students. The Inclusive Education Support Officer will need strong administrative, organisational and record‑keeping skills as well as high levels of confidentiality. Arethusa College values the instrumental role the Inclusive Education Support Officer (IESO) plays in supporting the quality of teaching and learning experiences for students. Students learn best when they are engaged by staff who are passionate about transforming lives through the power of education and lifelong learning. General Duties Follow processes for campus-based policy and document management in line with the College requirements. Complete various administrative tasks as required, including effective use of relevant Microsoft Office programs to create documents and collate learning resources. Facilitate small groups of students as required, including both inside and outside the classroom setting, or off-campus activities (this may include excursions or camps). Complete other duties that provide support for the campus under the direction of the Principal. Contribute to the development of a classroom culture where all students are valued members of the group and opportunities for the development of meaningful relationships are encouraged. Promote responsible learning, where all students are encouraged to participate. Support the teacher by reinforcing classroom rules and setting high expectations for student engagement in learning. Curriculum Planning and Delivery Follow planning documents to deliver learning activities to small groups of students. Under the direction of the teacher, deliver lessons and facilitate activities which engage learners. Manage time efficiently to ensure that opportunities for student learning are maximised. Implement a variety of effective strategies to support the literacy and numeracy development of all students. Provide feedback to develop and update student support plans (including IEPs, ESPs). Assessment and Reporting Maintain anecdotal records on students for use in reviewing student development and special needs. Provide regular and ongoing informal feedback to students regarding their progress. Inclusive Education Develop and maintain effective professional relationships with campus and cross‑campus teams. Undertake tasks in support of whole of school processes including Education Adjustment Program (EAP) and Nationally Consistent Collection of Data (NCCD) under the guidance of the Inclusive Education Coordinator. Undertake training in intensive interventions in line with whole‑school strategies (e.g., Literacy, Numeracy, Personal and Social Capabilities). Working together with the teaching team, deliver, track and report upon intensive interventions (Behaviour Support and Intervention). Support consistent and clear behaviour expectations for all activities (inside and outside the classroom) using clear rules and routines. Effectively use verbal and non‑verbal communication strategies to encourage and motivate students to engage in the learning environment. Support effective behaviour management practices aimed at maximising student engagement. Identify behaviour support needs for students and implement appropriate support strategies. Proactively implement Restorative Practices through regular use of circle time, and restorative chats and conferences as required. Pastoral Care Actively monitor student well‑being, reporting concerns to the Principal. Facilitate relevant campus‑based programmes designed to provide students with skills for social and emotional development, as well as Personal Development Programmes. Deliver classroom activities that allow students the opportunity to further develop age‑appropriate social and emotional skills. Maintain professional boundaries, seeking advice of the Principal where issues of pastoral care become more involved or complex. Communication with Parents and Stakeholders Follow Arethusa College communication guidelines regarding the use of email communications with parents. Keep accurate records of communication in line with Arethusa College policy and procedures. Maintain professional boundaries in all interactions with parents/carers. Establish and maintain respectful and cooperative relationships with parents/carers regarding their child’s overall well‑being. Health, Safety and Wellbeing Contribute to the welfare, health and safety of students including the delivery of first aid. Contribute to, complete, review and remain up to date regarding all relevant risk assessments, ensuring that all activities are carried out in accordance with these guidelines and standards. Maintain the classroom environment to a high standard regarding health and safety, including maintaining a hygienic learning environment. Monitor, identify and report proactively to resolve issues of concern regarding health and safety in the classroom and wider school environment. Professional Learning Participate and engage in professional learning networks to broaden professional knowledge and improve on knowledge and skills for supporting students. Participate in professional development learning opportunities. Professional Relationships Working supportively and collaboratively to ensure the best learning opportunities for students. Maintain effective working relationships with various Business Hub personnel including Campus Support Officer, Curriculum Coordinators, Policy and Risk Executive Director, Vet and Transitions Officer, Head of Inclusive Education and Inclusive Education Teachers, Enrolment Officer, Executive Assistant and other administrative staff through a cooperative approach. Providing information in a timely manner. Requesting assistance as required. Actively seeking support. Providing constructive feedback. Selection Criteria Qualifications: Certificate III in Inclusive Education/Special Education. Knowledge or experience in delivering interventions to support students with learning difficulties/disabilities in a small group or 1:1 setting. Student Focus The ability to support students in developing personal identity, values, a positive self‑image, health and wellbeing, sound relationships and empathy with others. An awareness of students’ special needs and the importance of encouraging a positive work ethic. Previous experience working with disengaged students will be an advantage. Professionalism The ability to articulate and generate enthusiasm for learning and model the skills of a lifelong learner. The presentation of a professional, dedicated and inclusive attitude and demeanour at all times. Capacity to operate as a collaborative and team‑orientated person in a professional work environment. Demonstrated capacity to fulfil the key responsibilities of the position, accept direction, work efficiently and meet deadlines. Demonstrated engagement with ongoing professional development. Personal Characteristics Enthusiasm, initiative and a keen interest in supporting the education of students with learning challenges. Ability to adapt and operate effectively in a demanding and challenging environment. Creative problem‑solving when supporting the IE agenda. ICT Skills Proficiency with Microsoft Office Suite. Competency with computer technology and a willingness to maintain and develop skills through professional development. Under direction of the TIE support the administrative process for students with disabilities. Demonstrate support for processes for EAP and NCCD compliance requirements. Strong focus on administrative skills. Spirituality An understanding of and respect for Christian values and a demonstration of support for the College ethos. Licensing Applicants to hold an open QLD drivers' licence and to be a confident driver. Applicants will hold a current Working with Children (Blue Card). Application Include a cover letter as well as a detailed resume with your application. Job Safety Notice 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