Sports Assistant

Location: Geelong

Job type: Full time / From 28/01/2025 - 24/01/2026

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Other

Reference: 1442478

**Location Profile**:
Oberon High School is located in the Geelong growth corridor of Armstrong Creek, after being relocated from Belmont for the beginning of the 2021 school year. Oberon High School is a co-educational secondary school with an enrolment of 1080 students, however there is expected to be significant increase in student enrolments for the foreseeable future.

The SFOE of the school is 0.37 rating the school as medium in terms of the socio-economic background of our students and families.

The Oberon High School student population is from the southern suburbs of Geelong, the Surf Coast areas and rural locations. All students are encouraged to build on their talents, expand their horizons and develop a culture of learning through participation in a variety of academic, applied learning, sporting, artistic and social programs. This is reflected in the school mantra of 'Shape Your Future¿.Go One Better¿.

Oberon High School provides a learning environment in which students strive for and respect high achievement, and they develop social skills based on the principles of tolerance and understanding.

The school has a belief that all students have the ability to learn and should be progressed in their learning at a faster rate than which is occurring across the state, no matter what their socio-economic background or their educational capability. This philosophy is also reflected in the school mantra.

To support this philosophy and ensure greater consistency in teaching practice the school has an effective learning framework 'The Oberon Good Lesson¿. This framework is based on the Professor David Hopkins 'Powerful Learning Framework¿ and incorporates elements of John Hattie¿s research including teaching strategies that have proven to achieve large effect sizes on student learning outcomes.

Reflection of the implementation of this framework occurs through once a term classroom observations and also from being a pivotal point in teacher performance reviews. To monitor student learning outcomes and to ensure that differentiation of student learning is occurring in all classes for all students, staff are expected to use an approach called 'Target 3¿. This approach involves staff members identifying three students within each of their classes, one who is below the expected level, one at the expected level and one above the expected level with a focus on ensuring that the work/tasks that are being set are challenging all students no matter what their ability level.

This approach to learning has resulted in above average growth in NAPLAN from Years 7-9 and very good results/outcomes in VCE (well above the state and regional results). The teacher quality variables in the student attitude to school survey reflect high quality teaching occurring within the school.

Whilst academic results are a priority of the school and are always emphasised within the school community, the development of social skills including communication, tolerance, empathy, fundraising for social disadvantage and positive interactions is also a priority.

The school has a very positive culture which exists between staff, students and parents. This is reflected in the student attitude to school results, parent opinion and the staff opinion survey. All results are above the state average, whilst staff opinion survey is in the top quartile in all areas, indicating the importance of ongoing staff professional learning for teachers, underpinned by the ability to learn from each other and regularly observe implementation strategies associated with the learning framework.

**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**:
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 teac