Language and Literacy Support

Overview

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 2

Occupation: Teacher

Location: Southern Metropolitan

Reference: 1473702

Selection Criteria

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within the school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

SC6 Capacity to work collaboratively with the Allied Health Team to deliver personalised language and literacy support to identified students

Role

This position has an attendance requirement of 6.5 hours per day, Monday ¿ Friday.

The successful applicant will work collaboratively with the Allied Health Team to deliver personalised language and literacy support to identified students.

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

Responsibilities may include:

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

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 (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Athol Road Primary School is located in Springvale South, a culturally diverse low socio-economic, suburb in South East Melbourne, approximately 28 kms from the CBD. The student population of 418 students represents a wide range of culturally and linguistically diverse backgrounds with the highest percentage originating from Vietnamese and Cambodian backgrounds. Approximately 80% of students are EAL (English as Additional Language) learners.

Each student is celebrated as a unique individual, contributing to the diverse experiences and learning opportunities. Teachers prioritise the cultivation of rapport and trust, fostering connections not only between themselves and students but also among students and their families. The school lives its vision of 'creating a vibrant learning community where lives are transformed and individuals inspired to achieve beyond what they ever believed possible'. The school's RICH values of building Respect, encouraging Innovation, valuing Community and setting High Expectations foster a learning environment which promotes success.

Athol Road Primary School¿s diverse multicultural community works together to create a well-resourced, orderly learning environment which caters for the needs of each individual and acknowledges and celebrates achievements. Cultural diversity flavours all school programs and provides a background for teaching tolerance and respect. Each individual is challenged to grow emotionally, intellectually and socially to achieve their personal best.

Athol Road Primary School is a Professional Learning Community with a commitment to continuous improvement. Teachers work collaboratively with a focus on improving student learning outcomes. ¿ Staff are highly dedicated and have a collective commitment to all students. Personalised Learning underpins the teaching and learning whereby the individual needs, interests and learning styles of all students are at the centre of every decision made.

The school strongly believes the emotional and physical wellbeing of students is pivotal to their success at school and in their future lives. Students are better prepared for learning when they are healthy, safe and happy. At Athol Road Primary School student welfare is the responsibility of all staff who deliver a whole school approach to student health and wellbeing. In addition, education support staff work with students and families to support the diverse needs of the community. The building of supportive caring relationships which fosters a strong sense of connectedness and belonging is central to every aspect of school life.

Multi-skilled teachers, supported by strong leadership and a dedicated team of education support staff, are committed to implementing a forward thinking, student focussed curriculum which is engaging, challenging and sustainable. The curriculum is designed to foster curiosity and develop higher order thinking which allows students to solve problems, gain understanding and discover new meanings. Student Voice, Agency and Leadership is integrated in all aspects of student learning and the school environment. All students are valued and acknowledged as having unique perspectives on learning, teaching and schooling. Students are provided with opportunities to express their ideas and thoughts and actively shape their own education.

The school strives to foster the potential talents of students by enriching their bodies, minds and creativity through a diverse range of extension activities that enhance the formal curriculum and challenge them to achieve excellence in a wide range of cultural, artistic and sporting activities ¿ both within the school and within the wider community. Vibrant specialist programs provide students with opportunities to excel in the areas of Environmental Education, STEM, Visual Arts, Performing Arts, Physical Education and Mandarin.

Students are encouraged to collaborate with peers, think creatively, exercise autonomy in decision-making, and take ownership of their learning and behaviour. The curriculum nurtures curiosity and cultivates higher-order thinking skills, empowering students to tackle challenges, deepen understanding, and explore new concepts and perspectives.

The Athol Road Primary School Early Learning Centre provides a seamless transition to school and a strong link with the local community. The Early Learning Centre is located on the school site and caters for over 100 children each week in:

• A 5 star playgroup program focusing on the development of self-confidence through experiences that stimulate the senses, develop fine and gross motor skills and facilitate the development of emerging language and social skills
• 3 and 4 year old kindergarten programs where children are supported in building self-esteem, confidence and a positive attitude to learning through an indoor, outdoor play based program which allows them to explore and experience success

Athol Road Primary School and Early Learning Centre maintains a strong commitment to a safe and orderly environment with a strong commitment to Child Safe Standards which promotes the safety of children, prevents child abuse, and ensures effective and consistent processes are in place to respond and report all allegations of child abuse. This dedication to child safety extends across all school and kindergarten settings, including excursions, camps, online platforms, and Outside School Hours Care.

Posted 28 April 2025