Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne. We currently have over 1200 students, from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff. At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence. Our vision of learning is underpinned by our values of Respect, Learning and Working Together. Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers. Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences. Several years ago, we redesigned our learning program to enable students to excel through a researched based, future focused model of student empowerment.
In 2022, we made structural changes to our Sub Schools. Following extensive collaboration and consultation with students and staff, our new House System was launched. Students and staff are now aligned with one of our four Houses: Hollows, Freeman, Mabo, and Walton. Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas. Our new House System has already created a stronger sense of connection amongst both staff and students, and we see Houses as being a powerful way to enhance student engagement and sense of belonging.
At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students. Building upon our already extensive and intensive interventions that sit within our MTSS Framework, we have bolstered and extended these supports through refining our Literacy and Numeracy programs. As always, the programs for our at-risk students are mirrored by the opportunities offered to our High Ability students.
In 2023, we achieved the best senior school results the College has seen since its establishment over 40 years ago. We achieved a median Study score of 29, which was maintained in 2024. In 2025 we achieved the strongest NAPLAN results the College has received across both Year 7 and 9. In 8 out of 10 categories we were ahead of similar schools across the state.
Our College is a rich and diverse community that supports the whole child. We encourage those keen to get to know Hampton Park Secondary College more to visit our website: https://hpsc.vic.edu.au/
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 communicate effectively in a team environment, including high level oral and written communication skills.
SC3 Demonstrated ability to work and collaborate as part of an effective Learning Support Officer Team, promoting an inclusive environment and to contribute to the overall success of the school's Learning Support Program.
SC4 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC5 Demonstrate an ability to work with vulnerable cohorts of students and develop positive relationships with students, including those with challenging behaviours.
SC6 A commitment to professional learning and growth for both self and others.
Annual Leave
A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employee's ordinary hours of work. Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.
Additional paid leave - education support class
A full-time education support class employee is entitled to 228 hours (30 days) additional paid leave in respect of each calendar year. Part-time employees receive additional paid leave entitlements on a pro rata basis calculated according to the time fraction worked.
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.
Key Responsibility Areas
1 Classroom / Program Support
-
Assist students on an individual or group basis in specific learning areas, under the direction of the classroom teacher
-
Assist with the communication between students and teachers, particularly the interpretation of instructions
-
Provide basic physical and emotional care for students
-
Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
-
Promote an inclusive environment by understanding and anticipating situations in which non-verbal students might have difficulties, and act as a buffer and support to facilitate the most positive outcomes possible.
-
Supporting students in applied learning programs and students with behaviours of concern
-
Under the direction of a teacher, assist with the supervision of students to ensure their own and/or other students¿ safety both inside and outside the classroom, in school grounds, camps, excursions, sporting activities, therapy activities and life skills
-
Provide teachers with insight into the students¿ cultural and/or special needs background and experiences
-
Assist with development of student profiles, including detailing the effective use of classroom and individual strategies
-
Assist in the preparation of student resources and equipment.
-
Prepare basic curriculum support resources
-
Observe students and inform the teacher of relevant learning and behavioural issues as necessary
-
Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement
-
Support students involved in external programs ie Vocational Education and Training (VET)
2 Communication
-
When requested, assist with communication between parents/carers and the school
-
Participate in team meetings, take minutes as required and arrange distribution after verification by Learning Support Coordinator
-
Participate in Student Support Group meetings, take minutes and forward to Learning Support Coordinator for distribution
-
Maintain confidentiality of privileged information, to which the LSO is privy, by virtue of the role
-
Undertake training in areas identified to maximise support for vulnerable cohort of students
3 Data Collection
-
Keep a documented record of student(s) progress/observations through case notes
4 Other Duties
-
Undertake other duties related to the role as directed by the Student Services Leader and/or Learning Support Coordinator
-
Participate in professional development and training to maintain the expected level of knowledge of current and best practice in the major areas of responsibility associated with the role
-
Other duties as directed by the Principal
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
Position Objective
Provide support for the vulnerable student cohort who require additional assistance and support with their learning needs. Learning Support Officers also provide support to teaching staff in the classroom and beyond, through the implementation of strategies outlined in the individual education plan or personal learning goals for students in the classroom.
Definition: Vulnerable student cohort
- Student funded under the Program for Students with a Disability or a Disability Inclusion Profile
- Student with additional needs ie ASD, Hearing Impairment etc
- Student from EAL background
- Student from Indigenous background
- Student placed in Out of Home Care
- Student involved with Youth Justice
Accountability, Authority and Decision Making
- Works under supervision general educational programs and protocols.
- May supervise groups of up to 4 students ie Literacy and Numeracy intervention programs.
- Procedures and duties are well understood and clearly documented.
- Maintains highly effective and positive working relationship with all staff.
- Proactively demonstrates College values in daily work and interactions with students and colleagues.
- Comply with all OH & S policies and practices in relation to the role of LSO.
Other Relevant Information
- Valid Working with Children Check Card (WWCC)
- National Police Record Check
- Comply with the College Child Safety Code
- Certificate III Education Support or equivalent qualification and/or experience would be highly regarded
- Position description should be read in conjunction with the LSO Protocols document
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
