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

There is no requirement to work during the school holiday periods. This position is 0.6 FTE, or three days per week.
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

• 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
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s 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
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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.
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 marrung@education.vic.gov.au

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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Noble Park Secondary College is a multicultural school with students speaking 48 languages, an SFO of .7788 and a SFOE index of .7022. 80% of students speak another language other than English at home with 72% of our student population born outside Australia.
Noble Park Secondary College is currently in our fourth year of a new strategic plan (SSP) with our next Review scheduled for 2025. Our current SSP Student Achievement Goal is to achieve continuous improvement in the learning growth of each student. Our Student Engagement Focus is to improve engagement through increased authentic student agency in their learning. Our Student Wellbeing Goal is to develop resilient, self-confident aspirational learners.
Our student management structure is divided into Junior (Years 7-9) and Senior (Years 10-12) with a sub school leader each for Junior and Senior and year level coordinators at each year from 7-12. Our management structure is student centred with an emphasis on support, safety, and security. Attendance is checked each lesson with parents notified by SMS.
School Council endorses the wearing of compulsory school uniform.

All students at the College have their own personal device to ensure that they have access to the required use of technology necessary for 21st Century learning. These learning technologies enhance personalised individual learning tasks, assessment practices as well as increasing collaboration between students, teachers, and parents.
Students in Years 7 to 10 study subjects representing the key learning areas, with electives available for Years 9 and 10. VCE/VM/VPC/VET units are available for Years 10 to 12. We are an accredited school for international students with a strong international program.
The College has introduced an ongoing reporting system through Compass, so that students and parents/ guardians can monitor student progress and assessment on a regular basis.
Student learning is maximized through extra-curricular activities in the areas of self-confidence, social skills, participation, and leadership through programs such as Peer Support, Year 11 Formal and Year 12 Valedictory celebrations, outdoor education camps, year level camps and a multicultural concert. In addition, the College has an established cultural exchange program with its sister school in Japan, Shinminato Senior High.


We continue to celebrate our traditional values and look forward to our exciting future to cater for the diverse needs of our students, with an emphasis upon understanding each student¿s current level of achievement, to ensure continual improvement and growth, academically, psychologically aa well as socially.
Context
Noble Park Secondary College is a Year 7-12 co-educational College which embraces the traditional values of:

• Respect
• Excellence
• Teamwork
• Responsibility
• Integrity

Our curriculum focuses upon value added growth in all Curriculum Areas with an emphasis upon understanding individual student achievement through a variety of assessment processes.
For senior students, the College offers VCE, VCE/VM and VET subjects both internally at the college as well as external VETs through outside providers The College has a strong careers pathway program starting at years 7 ¿-9 through pastoral care sessions, as well individual careers counselling from years 9- 12.

The College is proud of the connectedness of the students to the College which is enhanced with the strong relationship between staff and students and followed up with extensive co-curriculum programs to enhance student engagement and learning.
Purpose
At Noble Park Secondary College our purpose is to provide a nurturing, supportive and safe learning environment of all members of our community:
Every Teacher:

• Knows their students and how they learn.
• Plans for and implements effectively Teaching and Learning Practices.
• Demonstrates individual student growth.

Every Student:

• Works co-operatively with their teachers.
• Is actively involved in their learning growth.

Key Improvement Strategies
Our current School Strategic Plan focuses on:

• Student achievement, particularly for an increase in the percentages of students in the top two bands of achievement in the National Assessment Program ¿ Literacy and Numeracy (NAPLAN)
• Instructional and shared leadership
• Pathways and transition outcomes
• Student voice and agency in their learning

Our college has introduced a consistent instructional teaching model. Staff are aligned to the College's vision of this consistent teaching and learning model through professional learning teams demonstrating evidence through their performance development process in a collaborative and professional manner. Through this process staff are committed to meet A.I.P. targets and goals to continually improve student outcomes.