SC1 Demonstrated capacity to communicate effectively with members of the school community, including students, and the capacity to provide support and/or attendance care to EAL students.
SC2 Demonstrated proficiency in English and Hakha Chin languages
SC3 Capacity to work cooperatively with a range of people including teachers, education support, students and parents and members of the Chin community
SC4 A commitment to professional learning and growth.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
An education support class position at this level will perform tasks in accordance with guidelines, accepted practices, and school policy under supervision and direction. This may include coordinating other education support staff within the work area or educational program. The education support class position is designed to assist the educational services we provide to students. It is important to note that it should 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 may be required individually or in groups of up to four in controlled circumstances, while the responsibility for the students remains clearly with a teacher.
Tasks requiring some degree of independence will generally involve a limited number of regularly performed activities, with clear priorities, well-established procedures, and readily available direction. Subject to any specific qualification or training requirements, an education support class employee in this role may progressively undertake coordination, specialized student/teacher support tasks, or technical tasks as they gain experience.
A role at this level may include:
- Specific support tasks to achieve outcomes. Typically, this involves accountability for a single function (e.g., ensuring data is properly maintained) or coordinating a work area under the direction of the principal or manager.
- Assisting teachers within an educational program by undertaking specific support tasks or coordinating the support function.
- Regular contact and translation for students and families in Hakha Chin/Burmese.
This role is intended for a specific purpose, with direct accountability rather than general support.
Our College is a Compass school; familiarity with this application is beneficial but not required
Responsibilities may include:**
- Providing routine support for teachers, which includes assisting with planning student routines and facilitating communication between teachers and parents.
- Communicating with teachers regarding routine matters related to students and addressing immediate behavioral issues in accordance with school policies and procedures.
- Engaging with students to support their comprehension of tasks and instructions, and assisting in communication with non-English speaking students and parents, including translating documents and organizing interpreters.
- Offering basic support and supervision for individuals or groups of up to four students within the classroom, as well as supervising students during excursions, camps, sporting activities, and life skills lessons.
- Supporting teachers in coordinating educational programs, which includes organizing the work of a team of aides, providing guidance and support to student support staff, and liaising with external support service providers.
- Assisting students on an individual or group basis in specific learning areas and preparing curriculum support resources and equipment for teaching programs.
- Participating in team meetings, monitoring and evaluating programs, and assessing individual student involvement and achievement.
- Observing students and alerting the teacher to any concerns when necessary.
- Attending excursions and overnight camps, and supporting parent-teacher conferences.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 [email protected]
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.
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
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
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- 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
Yarra Hills Secondary College is a multi-campus college of approximately 500 students across two campuses in the Mooroolbark/Kilsyth and Mount Evelyn districts of outer eastern Melbourne. It is part of the North East Victoria Region (NEVR) of DET.
Yarra Hills organises its student management and administration on the basic structure of its two campuses, one of which is Year 7 - 10 and Year 11/12 VCE Vocational Major (VM) only and one which has Year 7-10 and Year 11/12 VCE and VCE/VM educational pathways.
With strong enrolments over recent years and a solid status within the local community, Yarra Hills anticipates stability and growth. Our programs build strong foundations that provide a solid basis for future success by emphasising literacy and numeracy and embedding information and communication technologies across all subjects within the curriculum. A solid core curriculum is supported by an extensive elective program that recognises students¿ different needs and talents and supports individual learning and career pathways. All year ten students can participate in an extension program into VCE studies, assisting in maximising tertiary entrance scores. A broad and engaging curriculum has led to a high proportion of our students achieving successful academic pathways to university or TAFE through VCE or alternately into vocational pathways through VET and VCE Vocational Major (VM), as well as school-based apprenticeships and training (SBATs) and the DET HeadStart Program. The college co-curricular program includes outstanding sports, camps, performing arts, visual arts and outdoor education programs, and highly regarded instrumental music.
The school has 85 equivalent full-time staff: 4 Principal class, 51 Teachers and 30 Education Support Staff.
As the school is a multi-campus, the successful applicant may be required to work across both campuses.
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