Job Description
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Occupation:
Education and training
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Location:
Melbourne - Southern suburbs
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Reference:
Location Profile n
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.
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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.
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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.
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College Values
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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 n
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.
n
SC2
Demonstrated capacity to work and collaborate with others in a team environment.
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SC3
Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
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SC4
Possess the technical knowledge and expertise relevant to the position.
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SC5
Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
n
SC6
A commitment to professional learning and growth for both self and others.
Role n
(Attendance requirement for this position)
n
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.
n
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.
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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).
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A role at this range may include:
n
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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.
n
Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
n
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.
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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.
n
n
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 n
PurposeoftheRole
Location Profile n
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.
n
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.
n
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.
n
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.
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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.
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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.
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College Values
n
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 n
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.
n
SC2
Demonstrated capacity to work and collaborate with others in a team environment.
n
SC3
Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
n
SC4
Possess the technical knowledge and expertise relevant to the position.
n
SC5
Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
n
SC6
A commitment to skilled learning and growth for both self and others.
Role n
(Attendance requirement for this position)
n
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.
n
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.
n
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).
n
A role at this range may include:
n
n
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.
n
Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
n
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.
n
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.
n
n
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 n
TheLearningSupportAssistant(LSA)workscollaborativelywithclassroomteachers,LearningSupportstaff,andtheInclusive
Educationteamtoassiststudentswithadditionallearningneedstoaccess,participatein,andprogressthroughthecurriculum.
TheLSAsupportstheimplementationofteacher
-
ledprograms,fostersstudentindependence,andcontributestotheoverall
inclusion of all learners within the school community.
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LSARolesandResponsibilities.
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BeforeClass
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Planning
and
Preparation
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Check LSA Timetable, emails or any group communication to ensure correct allocation and support of timetabled students.
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CheckCompassforanyrelevantroomchanges
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Arrivepriortolessoncommencingtosupporttheclassroomteacherwithentryroutines.
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Attend or organise regular planning meetings (beginning, middle, and end of units) with teachers to discuss:
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Studentadjustments
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CAT(CommonAssessmentTask)modi
¿cations
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Resourcingandclassroomstrategies
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Reviewlessonplans,IEPs,BSPs,andotherdocumentationrelevanttoassignedstudents.
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PrepareresourcesanddifferentiatedmaterialsasdirectedbytheclassroomteacherorInclusionLearning
Specialist.
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Useteacher-
designedadjustmentsandevidence
-
basedstrategiestoprepareforin
-classsupport.
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CheckCompass(orotherstudentmanagementsystems)forupdatesonstudentattendance,andlearning
progress.
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Assistinsettinguptheclassroomorlearningspacetosupportaccessibilityandengagement.
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Helpsettlestudentsinlearningcentres,assistwithtransitions,andescortstudentssafelytoclass
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Contribute to positive student communication through introductory emails, or Compass entries, as required.
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DuringClass
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In-Class
Support
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Providetargeted1:1orsmallgroupassistanceasdirectedbytheclassroomteacher.
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Encouragestudentengagement,focus,andindependencewhileminimisingover
-relianceonadult support.
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Reinforce teacher instructions and support teachers implementation of School-Wide
PositiveBehaviour(SWPB)strategies.
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Applyteacher-
designedadjustmentsanddifferentiatedstrategiestosupportdiverselearners.
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Assistwithclassroomorganisation,resourcedistribution,andgroupmanagement.
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Supportdata-informed,evidence-
basedinterventionsdesignedandledbyteachers.
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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.
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Maintainacalm,respectful,andprofessionalpresencethatpromotespositiveclassroomculture.
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Collaboration
and
Communication
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Liaise with the classroom teacher or Inclusion Liaison Officer regarding student progress andadjustments.
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Offerconstructivefeedbacktotheteacheraboutstudentengagementandlearning.
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📌 Integration Aide (Victoria)
🏢 State Government Of Victoria, Australia
📍 Victoria