Es 1-3 Numeracy Coach

Job type: Full time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1446258 Location Profile Wellington Secondary College is a large and highly respected co-educational state secondary college located in the City of Monash, approximately 24 kilometres to the south east of the CBD of Melbourne. The College provides an extensive range of programs for secondary school aged students from Years 7-12 in the Mulgrave, Springvale, Noble Park, Dandenong North, Keysborough, Westall (and surrounding) communities. Located in south east Melbourne, Wellington is surrounded by excellent infrastructure. Nearby is Waverley Gardens Shopping Centre with a medical centre, department stores, post office, banks, chemist and supermarkets and the main Clayton campus of Monash University with many other university campuses and TAFE colleges within fifteen kilometres of the College. The College has maintained a strong student enrolment with just under 1700 students for 2023. The ethnic mix of its students reflects the multicultural nature of the surrounding area, one of the most diverse in Melbourne. In addition to the local enrolment, the College has a strong International Student Program, usually accommodating 70 + students, largely from Vietnam, Cambodia and China. The College employs approximately 160 staff with an effective full-time teaching staff of 125 and a large support staff of 35, including multicultural aides, a college First Aid Officer, full time welfare coordinators and careers counsellors. Wellington Secondary College provides a safe and inclusive environment to meet the needs of all students. We are committed to the provisions of Ministerial Order 1359 (Child Safety). The College prides itself on its commitment to literacy and numeracy across the whole school. Retention of students at WSC is very strong. Academic success is expected, and high standards of behaviour are required. Students usually remain enrolled for the duration of their secondary education, except where the family relocates. Consequently, Wellington Secondary College enjoys a very positive reputation in the local community. We respect well established school traditions - with all students and their families being inducted into the culture of the school's motto, the "Wellington Way" - "Caring Striving Learning". Originally opening in 1973, the well-maintained and recently redeveloped campus is set amongst landscaped gardens and extensive courtyards. In 2019, we opened the E. H Blaikie Vanellus Centre - a beautiful two-story Administration, Technology and Library Hub, along with eight 21st century collaboration and learning spaces. In 2022 the final re-development stage of the campus was completed with a new Senior School Precinct, a Technology area and a Wellbeing Centre. The campus also features a Performing Arts complex with 288 seat Theatre, well equipped and modern specialist rooms for Visual Arts, Technology and Science, two multi-purpose Gymnasiums, a Wellbeing Centre, an International Centre, a Table Tennis Centre and separate Junior, Middle and Senior School Centres. In 2022 the College successfully completed a Department of Education and Training Review. This has guided the preparation and writing of our four-year Strategic Plan (2023 - 2026). Selection Criteria SC1 Demonstrated capacity to use a wide range of data sources to locate, plan, implement and monitor evidence-based intervention strategies for students with disabilities and additional needs. SC2 Demonstrated experience in communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people. SC3 Demonstrated ability to provide leadership and professional learning to the community (parents, students, staff) that informs and influences the work of others involved in the engagement and wellbeing of children and young people with disabilities and diverse needs. SC4 Capacity to undertake focused training to develop - and communicate - a close understanding of requirements of the new Disability Inclusion Profile process. SC5 Demonstrated ability to work and contribute collaboratively to a professionally focused team who place the best interest of each individual student at the heart of all work and interactions. Role Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs. Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management. The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations. This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management. An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher. Responsibilities Facilitate targeted intervention to support learning growth in Numeracy for Diverse Learners. Coach small groups of Diverse Learners, who are below benchmark standards for Numeracy. Plan and implement targeted numeracy programs in consultation with the Numeracy Coordinator. Analyse student numeracy assessment data to establish each student's point of need. Liaise and collaborate with classroom teachers to determine whether students are best placed within, or withdrawn outside of, the classroom to focus on completion of tasks. If withdrawn, a suitable space for the provision of support will need to be identified. Communicate regularly with teachers to share plans and provide an update on students' progress. Provide periodic feedback to teachers and families about the student's learning growth and progress. Attend School Support Group (SSG) meetings, as requested by the Director of Student Services – Inclusion. Plan and implement Social Skills program to develop and build relationships with students they are supporting. Support teachers with the planning and provision of modified tasks for students they are working with. Provide feedback to teachers for reporting purposes during the Progress Report and Semester Report periods during the year. Engage in ongoing professional learning. Other duties as directed by the Principal. 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. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via 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: 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. Please ensure that your application includes: a resume including relevant experience as well as personal details (name, address and contact numbers) a section addressing the selection criteria names and contact numbers of two referees Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. 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 Department Human Resources . #J-18808-Ljbffr