Occupation:
Education and training
Location:
Melbourne - Southern suburbs
Reference:
*******
Location Profile
McClelland College is a 7-12 college with a current enrolment of approx.
**** students.
The College is well recognised as a leader in the implementation of personalised learning through what we call an ¿Education by Design¿ approach.
We really believe in living our values of Community, Ownership and Growth.
Our decision making is all put through the lens of what is in the students¿ best interests.
It's the innovative approach to teaching that sets our school apart and the passion and moral purpose of our staff that drives us to do everything we can to help each and every student.
We pride ourselves on delivering education that builds professional and vocational capabilities by building on students' individual strengths.
At McClelland we support students in the exploration and development of their individual passions and talents.
Key sets of relevant life-long learning skills taught throughout the McClelland Academy Program (MAP) will enable our students to be skilled in IT development, Science, Media, Business, Performing Arts and Sport.
College Values
McClelland¿s College Values were derived from what students, teachers and parents thought underpinned success in life.
We believe that
Community
and
Ownership
build together to support
Growth
.
Selection Criteria
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 work and collaborate with others in a team environment.
SC3
Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4
Possess the technical knowledge and expertise relevant to the position.
SC5
Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6
A commitment to professional learning and growth for both self and others.
Role
[Attendance requirement for this position]
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 **** (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, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
PurposeoftheRole
Location Profile
McClelland College is a 7-12 college with a current enrolment of approx.
**** students.
The College is well recognised as a leader in the implementation of personalised learning through what we call an ¿Education by Design¿ approach.
We really believe in living our values of Community, Ownership and Growth.
Our decision making is all put through the lens of what is in the students¿ best interests.
It's the innovative approach to teaching that sets our school apart and the passion and moral purpose of our staff that drives us to do everything we can to help each and every student.
We pride ourselves on delivering education that builds professional and vocational capabilities by building on students' individual strengths.
At McClelland we support students in the exploration and development of their individual passions and talents.
Key sets of relevant life-long learning skills taught throughout the McClelland Academy Program (MAP) will enable our students to be skilled in IT development, Science, Media, Business, Performing Arts and Sport.
The Elite Performance Program (and accelerate) is a select entry program aimed at extending junior year students.
We design our curriculum, so these students are spending more time using higher order thinking skills and developing leadership capacity.
This enables students to further increase their personal learning and continue to maintain learning above the expected level for their year group.
If you are teaching a student in Year 7, for example, that you believe is capable of enrolling in a VCE unit, we want to know about it.
This is Education by Design in action.
McClelland is also well-connected through collaboration and active partnerships with external organisations.
To support the quality, reach and impact of our education, we constantly seek to improve teaching and learning outcomes through engagement with business and industry links.
The school has over 130 staff, comprising 7 principal team members, 80 teachers and 48 Education Support staff and we continue our commitment to ongoing improvement for the benefit of our students.
College Values




McClelland¿s College Values were derived from what students, teachers and parents thought underpinned success in life.
We believe that
Community
and
Ownership
build together to support
Growth
.
Selection Criteria
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 work and collaborate with others in a team environment.
SC3
Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4
Possess the technical knowledge and expertise relevant to the position.
SC5
Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6
A commitment to professional learning and growth for both self and others.
Role
[Attendance requirement for this position]
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 **** (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 transparent 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, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
TheLearningSupportAssistant(LSA)workscollaborativelywithclassroomteachers,LearningSupportstaff,andtheInclusive Educationteamtoassiststudentswithadditionallearningneedstoaccess,participatein,andprogressthroughthecurriculum.
TheLSAsupportstheimplementationofteacher-ledprograms,fostersstudentindependence,andcontributestotheoverall inclusion of all learners within the school community.
LSARolesandResponsibilities.
BeforeClass
Planning
and
Preparation
Check LSA Timetable, emails or any group communication to ensure correct allocation and support of timetabled students.
CheckCompassforanyrelevantroomchanges
Arrivepriortolessoncommencingtosupporttheclassroomteacherwithentryroutines.
Attend or organise regular planning meetings (beginning, middle, and end of units) with teachers to discuss:
Studentadjustments
CAT(CommonAssessmentTask)modi¿cations
Resourcingandclassroomstrategies
Reviewlessonplans,IEPs,BSPs,andotherdocumentationrelevanttoassignedstudents.
PrepareresourcesanddifferentiatedmaterialsasdirectedbytheclassroomteacherorInclusionLearning Specialist.
Useteacher-designedadjustmentsandevidence-basedstrategiestoprepareforin-classsupport.
CheckCompass(orotherstudentmanagementsystems)forupdatesonstudentattendance,andlearning progress.
Assistinsettinguptheclassroomorlearningspacetosupportaccessibilityandengagement.
Helpsettlestudentsinlearningcentres,assistwithtransitions,andescortstudentssafelytoclass
Contribute to positive student communication through introductory emails, or Compass entries, as required.
DuringClass
In-Class
Support
Providetargeted1:1orsmallgroupassistanceasdirectedbytheclassroomteacher.
Encouragestudentengagement,focus,andindependencewhileminimisingover-relianceonadult support.
Reinforce teacher instructions and support teachers implementation of School-Wide PositiveBehaviour(SWPB)strategies.
Applyteacher-designedadjustmentsanddifferentiatedstrategiestosupportdiverselearners.
Assistwithclassroomorganisation,resourcedistribution,andgroupmanagement.
Supportdata-informed,evidence-basedinterventionsdesignedandledbyteachers.
Provide line-of-sight supervision where required for speci¿c students, LSAs are not to leave the classroom unless directed by teacher, or as per students documented strategy.
Maintainacalm,respectful,andprofessionalpresencethatpromotespositiveclassroomculture.
Collaboration
and
Communication
Liaise with the classroom teacher or Inclusion Liaison Officer regarding student progress andadjustments.
Offerconstructivefeedbacktotheteacheraboutstudentengagementandlearning.
Work collaboratively with other LSAs to ensure consistency of support across subjects and yearlevels.
AfterClass
Follow-Up
and
Re¿ection
Record LSA Compass Notes on student participation, engagement, and outcomes, highlighting implications for future lessons.
Providebrieffeedbacktotheclassroomteacherandseekdirectionfornextstepsoradjustments.
Supportclassroomorganisationbyassistingwithtidying,packingawaymaterials,orresettingspaces.




Complete Compass entries andother documentation related tostudent progress.
CommunicaterelevantupdatestotheInclusionliaisonOfficerifrequired.
Professional
Learning
and
Collaboration
Engageinregularprofessionallearning(e.g.TuesdayPLsessions)and1:3coachingtostrengtheninstructional and inclusion strategies.
MeetwithotherLSAsandInclusionstafftoshareinformationandensureconsistencyofpractice.
Participateinscheduledplanningsessions,staffmeetings,andreviewdiscussions.
Attendandsupportschooleventssuchasexcursions,sportsdays,andcampsasrequired.
OptionalsupervisionorsupportinStudySpaceoralternativelearningareasasdirected.
ExamSupervisionand Support
Before
the
Exam
Collectthestudent¿sallocatedUSB(clearlylabelledwiththeirname)from¿.
Ensure the correctexam isloaded ontothe student¿slaptop prior tothe examstarting.
Con¿rmthatallassistivetechnologiesorprovisionsaresetupandfunctioning(e.g.text-to-speech, enlargedtext,extratimetimers).
Familiarise yourself with the student¿sSpecial Provisions(digital or printed copy available in the examroom).
During
the
Exam
Actasanexamsupervisor,supportingtheteacherinbothmonitoringandassistingstudents.
Maintainexamconditionswhileprovidingapprovedsupports(asperthestudent¿slistedprovisions).
RefertotheSpecialProvisionsTablethroughouttheexamforclari¿cationasneeded.
Providecalm,consistentassistancetoensureequitableaccessforeachstudent.
Recordanyincidents,technicalissues,oradjustmentsmadeduringtheexam.
After
the
Exam
Saveandprinteachstudent¿scompletedexam.
Placeprintedexamsintherelevantstaffpigeonholesforcollection.
SafelyejectandreturnallUSBstotherelevantstaffoffice.
Ensurelaptopsandequipmentareshutdownandreturned/securedasrequired.
NotifythesupervisingteacherorInclusionTeamifanyissuesaroseduringthesession.
ProfessionalStandardsand Conduct
Communicate promptly with the classroom teacher, Sub School, Year Level or Inclusion teams regarding any student concerns or incidents.
Demonstrateintegrity,professionalism,andadherencetoschoolpoliciesandvalues.
FollowthedirectionoftheclassroomteacherandLearningSupportteam;LSAsmustnotbeleftin sole charge of a class.
ComplywithallChildSafety,DutyofCare,andHealth&Safetyrequirements.;
Respectthedignityandindividualneedsofeverystudent,fosteringinclusionandbelonging.
Maintainup-to-dateWorkingWithChildrenCheck(WWCC)andFirstAidcerti¿cation(whererequired).
ProfessionalGrowth andDevelopment
Participateinongoingtraininginareassuchasdisabilityinclusion,trauma-informedpractice, literacy/numeracysupport,behaviourmanagement,andtechnologyforlearning.
Re¿ectonandevaluateprofessionalpractice;activelyseekfeedbackandimprovementopportunities.
Collaboratewithteachersandspecialiststoexpandknowledgeofinstructionaladjustmentsand intervention strategies.
Model positive interpersonal relationships and contribute to the inclusive culture of the school community.
Supervisionand Boundaries
LSAsmustalwaysworkunderthedirectsupervisionofateacher.
LSAscannotbeleftaloneintheclassroomandmayonlyleavewiththeirassignedstudent(if required).
Direction,planning,andassessmentremaintheresponsibilityoftheteacher;LSAssupport implementation.
LSAsmustnotengagestudentsinconversationsorquestionsrelatedtotheirpersonalwellbeing.
Ifastudentmakesanunsoliciteddisclosureregardingtheirwellbeing,theLSAmustpromptlybringto theteacher'sattentionandexplaintothestudentthereasonfordoingso.
LSAsmustonlyaccessstudentinformationforthosestudentstheyhavebeenexplicitlydirectedto support.
When a student has a Wellbeing appointment and is required to be escorted to Wellbeing, please dosoandthenreturntoyourassignedclassoncethestudenthasbeencheckedinwiththeWellbeing admin.
Before
School
,
Recess
,
Lunch
&
AfterSchool
Supervision
When directed by the Inclusion team and advised through timetable, ensure line of sight supervision for identi¿ed students.
Otherduties
Thatsupportschoolorganisationandstudentlearningneeds(pleasenote:thiscaninvolvesupervising students before school, recess, lunch and after school)
AsdirectedbythePrincipalteam.
TheLearningSupportAssistantmustperformdutiesonlywithintheparametersofthisRoleDescriptionandunderthe supervisionofteachingorleadershipstaff.ResponsibilitiesmustnotextendintoareasofWellbeing,behaviourmanagement, curriculum design, teaching, or assessment.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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 (seeWorkplace 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) ******
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.
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:

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:

Other Information
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
Conditions of Employment
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.
Applications close Tuesday 8 September **** at *****pm
#J-*****-Ljbffr

📌 Integration Aide (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne