Learning Support - Severe Behaviour

Job type: Part time / From 14/10/2024 - 19/12/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1438321 Location Profile Lynbrook Primary School is situated within the City of Casey and is part of the South East growth corridor.
The school opened in 2005 and has grown significantly since this time with a current enrolment of 840 students.
It has an enrolment boundary in place to limit its overall enrolment which is predicted to be relatively stable.
The school and its local community are serviced by large open parks, a lake and a shopping/services precinct.
The school's Student Family Occupation Index is 0.3817.
In the majority of homes, both parents work.
Before and after school care is outsourced and more than fifty children attend regularly.
The purpose of this school is for all children to experience success every day, assisted on their way by the development of core values: Growth mindset, Respect, Empathy, Attitude and Teamwork - our school GREAT values.
The school seeks to engage students intellectually, socially and emotionally by providing a range of experiences designed to enable students to recognise and utilise their abilities and achieve the highest possible outcomes.
An integrated inquiry approach is taken, where learning occurs in a real and worthwhile context, deeply connected to the world they live in, and acknowledges existing skills.
The school is culturally diverse with over 40 different languages being spoken at home; approximately 75% of our students have a Language Background Other Than English.
The school celebrates diversity with pride and promotes tolerance, understanding and caring.
Students report that they feel welcome and safe at the school regardless of their home cultures.
Parents have a high regard for education and parental involvement in the school community has grown since the end of Lockdown.
The school has modern and well-resourced facilities including a Performing Arts Centre and full-size gym.
Facilities and grounds are well maintained and reflect the pride staff and students have in their learning environment.
All classrooms are well equipped to enable the use of learning technologies.
The play areas are large, and the school has access to a large oval which is shared under a Joint Use Agreement with the City of Casey.
The staffing profile includes two Principal Class, two Leading Teachers, six Learning Specialists and fifty-seven teachers.
Fifteen Education Support Staff are deployed in various roles throughout the school including supporting the thirty-two students on the Program for Students with Disabilities.
Staff work together as Professional Learning Teams guided by a Sub School Learning Specialist.
There is a focus on data driven decision making fed by a well-established set of assessment tools.
Our teams have ownership of the whole cohort of students rather than just their own individual classes.
The students are organised into thirty-six grades.
Specialist learning includes Music, Art, Physical Education and Library.
Our Language Other Than English (LOTE) is Auslan - Australian Sign Language - which has been a feature of our school since it opened in 2005.
Outdoor Education is a strength of the school with a fleet of school-owned Stand-Up Paddleboards, Canoes, Bikes, and Tents.
A choir of nearly 100 rehearses each week as does a Year 6 Rock Band.
Children are guided to learn to play kazoo, recorder, ukulele, keyboard and African drums during their music lessons.
The school is an active participant in district sport competitions as well as providing opportunities for students to participate in performing opportunities through Rock Band, School Choir, Harmony Day and State Schools Spectacular.
The school provides a comprehensive curriculum drawn from the Victorian Curriculum with a strong focus on English and Maths.
Curriculum initiatives include Read Write Inc for teaching phonics and early reading and writing skills, and the use of Teaching Primary Mathematics as the basis for all Maths planning.
We follow the approach Talk for Writing which supports the development of writing fluency and sophistication while also enhancing vocabulary development in Speaking and Listening, Reading and Writing.
We use SMART Spelling as a structure for extending students' phonic and morphemic understanding of the written system of the English language.
In addition to the comprehensive classroom programs offered in English and Maths, an integrated classroom curriculum program addresses the other curriculum areas under Humanities, Technologies, Science and the Capabilities.
These curriculum areas are also cross referenced with the literacy program to ensure sufficient time is allocated to address the content.
Interdisciplinary, Personal and Social Learning are addressed within these curriculum areas and supported by a range of Outdoor Education opportunities, camps and excursion initiatives.
Selection Criteria 1.
Suitable experience as an Education Support staff member working with students with severe behaviour issues.
2.
Demonstrated ability to assist in the preparation, implementation and evaluation of education and behaviour improvement programs for students with disabilities, within a broad age and disability range.
3.
Ability to work as a team member under the direction of teachers, to follow instructions and carry out designated duties.
4.
Demonstrated high level interpersonal skills and professional behaviour including the ability to maintain confidentiality when communicating with teachers, students, parents and the wider community.
5.
Experience and willingness to use Information Communication and Learning Technologies to assist students with disabilities, therefore providing opportunities to maximise their learning outcomes.
6.
Demonstrated ability in being able to develop positive relationships with students through empathy, understanding, care and awareness of the individual needs, together with an ability to be adaptable and flexible according to the changing needs of students.
Role 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 · Assist students in an individual or group basis in specific learning areas including reading, writing, maths, art, music and sport under the direction of the teacher.
· Establish and maintain effective communication and working relationships with student, co-workers, leaders, student support services and the general public.
· Work as a member of a team - such as with classroom teachers, the Inclusion Team, Learning Support coordinator, Student Wellbeing Coordinators, visiting teachers and parents.
· Complete daily tracking sheets for DI students on Compass.
· Maintain and collate student profiles.
· Assist in the preparation of resources and materials.
· Participate in Student Support Group meetings when required.
· Maintain complete trust and confidentiality with students, teachers and parents.
· Participate in the monitoring and evaluation of programs and the evaluation of individual students with teachers and leaders of the inclusion team.
· Assist with personal care of students as required including toileting, washing, eating (peg-feeding and drinking), mobility and administration of medication.
· Attend therapy sessions with a student as required so that therapy can be applied in the classroom if appropriate and required.
· Perform routine administrative and operational support tasks.
· Participate in team meetings.
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.
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.
Information on the department values is available at: 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 #J-18808-Ljbffr