- Supporting students in ways to ensure that they are not isolated from
their peers or made to appear “different”
- At all times, working to promote the self-esteem of learning support
students
- Assisting students with their social interactions by teaching them social
skills and discussing with them their social behaviours
- Providing specific medical attention and personal care as required
- Liaising with class and subject teachers regarding any concerns about a
child
- Attending excursions and camps
- Attending PSG meetings, staff and other meetings as required
- Participating in courses and professional development activities as
required
- Maintaining confidentiality of information
- Other additional duties as directed by the Inclusive Education Leader
Accountability and boundaries of the Learning Coaches role:
Learning Coaches are required to provide support and assistance to students
in accordance with College policies and procedures working under the
direction of class/subject teachers. Learning Coaches report to the Inclusive
Education Leader. The ultimate line of responsibility is to the Executive
Principal.
Boundaries of the Learning Coaches role:
- Preparation of individual learning plans is a teacher responsibility.
However, Learning Coaches will be involved in the development of these
plans
- Learning Coaches are not permitted to supervise entire classes. However,
they may work with individual students or small groups of students
without direct teacher supervision.
- Final responsibility for students’ behaviour and progress rests with the
class/subject teacher not the Learning Coaches
- Learning Coaches are employed to support the learning of identified
students. They are not employed as teacher aides. Allocation to other
duties may occur periodically under the direction of the Inclusive
Education Leader
Qualifications and Experience
- Relevant training and experiences in this role or a related role
- Level 2 First Aid certificate
- Working with Children Check
- Selection These Selection Criteria will form the basis to assess applicants for short-listing and
Criteria determine the successful candidates. Applicants should address the Selection Criteria
in their application.
1. Relevant post-secondary training related to this role and its responsibilities
2. A commitment to the aims and philosophies of Lutheran schooling
3. A commitment to young people and meeting their needs as demonstrated by
previous experiences working with children
4. Qualifications and experience relevant to the key tasks and expectations
5. Excellent interpersonal skills, and in particular, demonstrated capacity to work
well in a team environment, take direction, work toward agreed goals,
