Inclusive Education

Location: Melbourne | Western Metropolitan

Job type: Part time / From 28/01/2025

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1452552

**Location Profile**:
Established in 2008, Point Cook Senior Secondary College is located in the fast growing and multicultural Point Cook area of Wyndham in Melbourne's South West, approximately 27 kilometres from the CBD.

We currently have 54 teaching staff (47.6 EFT) and 32 ES staff (27.63 EFT). Our Leadership Team comprises of one Principal, two Assistant Principals, three Learning Specialists, three Year Level Leading Teachers, Inclusive Education Leading Teacher, Career and Pathways Leading Teacher and a Community Engagement Leading Teacher. Our 2024 enrolments currently stand at approximately 773 students (21 international students) with a SOFE index of 0.3930.

Every PCSSC student is supported at their point of need to achieve academic and social success. Through our core values of respect, effort and responsibility we prioritise wellbeing, learning and engagement. Our College has a strong emphasis on building positive relationships to support success in a multitude of pathways.

Our college places a strong emphasis on student voice and agency. Our students are expected to take responsibility for their own learning, and are encouraged to participate in improving our school environment. In addition to the supports provided through the Wellbeing Hub, students have access to designated Safe Space areas within in the school including our Sensory Garden.

**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**:
Parttime funded position, working 5.6hrs Monday to Friday - total of 28hrs a week.

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 establi