Ed Support Level 1-range 3

1 week ago

Melbourne, Australia Schools (Government) Full time

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 28/01/2025 - 26/01/2028

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Administration/Secretarial

Reference: 1451772

**Selection Criteria**:
**Selection Criteria**

1. Demonstrated relevant experience/knowledge at supporting students with disabilities and additional needs, along with knowledge of the way students learn and the strategies that can be utilised to support them.

2. Demonstrated relevant experience/knowledge in assisting teachers to support diverse learners through the provision of advice, PD in relation to students with additional needs.

3. Demonstrated experience/knowledge of the Disability Inclusion Profile or PSD funding process for diverse learners.

4. Demonstrated capacity to work within and/or lead a large team, and work cooperatively and collaboratively with others (eg: teachers, education support, students and parents).

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

6. Demonstrated high level organisational skills, including the capacity to prioritise workflows.

**Role**:
Attendance is a requirement for this position.

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 mínimal 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**:

- Be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students- prioritise resources and time to identify and consider the needs of students with disability and additional needs
- ensure each student with disability and additional needs has a quality IEP, that meets at least level 2 of the IEP quality checklist rubric, through supporting/building capacity of teachers to develop quality IEPs
- ensure the student has a voice in setting learning targets during the IEP process
- determine whether other students with disability and additional needs could benefit from an IEP
- review school processes for student support groups, personalised goal setting and IEPs
- build staff capacity to understand, develop and implement IEPs
- collaborate with services working in the school to deliver adjustments to students
- ensure students with disability and additional needs have a learning mentor (they may also act as a learning mentor)
- embed inclusion and disability expertise in strategic planning and recruitment practices of the school
- embed evidence-based inclusive education and human rights obligations into school policies and plans
- ensure parent(s)/carer(s) understand the importance of supporting learning at home
- register students who require a profile meeting
- respond to any requests from facilitators for additional information
- ens

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