• Part Time / School Hours

Charles La Trobe P-12 College is a diverse and inclusive learning community. We build the capacity of all our learners to achieve their personal best. The work of teachers is driven by commitment to our instructional model and Teaching and Learning Charter. Our teachers understand their students and expect that they will achieve to their full potential. We offer education programs that cater for students’ diverse interests to promote engagement in learning this enables each student to achieve to their full potential. The Berry Street Education Model (BSEM) is the foundation for our approach to wellbeing and engagement, and all staff have completed the training.

Our College is a complex, diverse and vibrant organisation, where we ensure each part of the organisation thrives as a unique setting, while building powerful connections to each other.

The La Trobe Campus currently has 429 enrolments, across P-12, and an SFOE of 0.4580. The staff structure comprises a College Principal, three Assistant Principals – two of whom lead P-6 and 7-12 respectfully – four leading teachers with responsibility for wellbeing, engagement, attendance, behaviour, teaching, learning and curriculum, a learning specialist with responsibility in the wellbeing and engagement area, 44 teachers, two social workers, a library technician, a social cohesion officer, a speech pathologist, mental health practitioner, an African Community Liaison and a number of teacher and integration aides.

In addition to our core curriculum, in which we focus upon developing literacy and numeracy skills and VCE and VCE VM, we offer a broad range of enriched I.T. opportunities including STEM Club, Kitchen Garden, Minecraft, Animation Club, Astronomy Club and a Maker Space. Our STEM programs prepare students for the future world of work, in which creativity and problem solving will be critical skills. Our open learning spaces promote teaching as a public practice and enable us to provide a safe and orderly learning environment.

Olympic Village Primary School is a campus of Charles La Trobe College, and is located in Heidelberg West. The campus currently has an enrolment of 112 students, and a SFOE of 0.6014. A grant of over $6 million dollars was received in 2018 to re-build the site entirely. This building work was completed in September 2019.

Both campuses are heavily invested and involved in the Science of Language and Reading (SOLAR) partnership with La Trobe University. Staff across the college work in Professional Learning Communities, additionally at the La Trobe Campus small teams of teachers work in Professional Engagement Teams (PETs) where they drive an Action Research Cycle to focus on improving student outcomes in frequent and regular rotations.

While a relatively small secondary setting, we have a full VCE program – offering 22 studies. We also offer the VCE VM at Year 11 and Year 12.

We pride ourselves on being a community that welcomes all students and families; our Deaf Facility provides positive education experiences for secondary aged students who are deaf or have hearing impairments and the International Student Program supports our students to become members of the global community.

Engagement with the community and promotion of diversity are highly valued aspects of College life. We offer a REAL Education curriculum (based on our school values) to enable students to develop strong interpersonal and social capabilities. We pride ourselves on being a community that welcomes all students and families. Our Deaf Facility provides positive education experiences for secondary aged students who are deaf or are hard of hearing. Our International Student Program supports our students to become members of the global community.

The inclusion of The Pavilion School campuses (East Preston and Epping) helps us to remember that everyone has a right to education, and that often that means we must differentiate and personalise learning to meet the needs of young people and families.

The Pavilion School is a Victorian state secondary school for students who have disengaged from or been excluded by schools or education providers. It is supported by the leadership and governance of Charles La Trobe College and has two campuses, one in Preston and one in Epping. Pavilion students present at school with a range of behavioural difficulties and risk factors, and every class is supported by wellbeing staff. At The Pavilion School, students work in small groups and participate in the Victorian Certificate of Applied Learning through to year 12.

Teaching staff at the Pavilion work in professional learning teams and teach across Literacy, Numeracy, Work Related Skills and Personal Development subjects. Pavilion staff have a proven ability to work with high-risk youth and experience dealing with students with a complex range of personal issues. It is essential that Pavilion staff members are willing to follow a shared theoretical approach, along with its practical application, so that the successful implementation of the Pavilion model can be maintained and enhanced. The school is heavily invested and involved in the Science of Language and Reading (SOLAR) partnership with La Trobe University.

Regardless of the setting, we are committed to providing enrichment education experiences for all our students. This goal is supported by our partnerships with La Trobe University and Quantum Victoria. Quantum Victoria is an important part of our College, and is one of six State specialist Mathematics and Science Centres. This partnership provides a breadth of Science and Mathematics extension and enrichment program for our students. Our partnership with La Trobe University includes:

• Science of Language and Reading (SOLAR) – the highly regarded Literacy Professional Learning pilot with Professors Pam Snow and Tanya Serry
• Achieve at La Trobe – access to university subjects for VCE students
• Prepare for La Trobe – free preparatory courses that include a non-ATAR entry alternative for both VCE and VCAL students
• Extended Pre-service Placement – an extended, application only pre-service program which stretches across the academic year
• School Partnership Program – an immersion program designed to promotes university as a post-school pathway for secondary aged students
• Nexus – an internship program for pre-service teachers
• Industry Ph.D. – we are sponsoring a Ph.D. candidate to complete research inside our school

We are a family friendly Prep to Year 12 school offering ‘one stop’ morning drop off/pick up and streamlined school communications/business for busy parents and carers. Our partnership with Leap Kids enables us to provide high quality out of school hours care and school holiday programs.

At Charles La Trobe P-12 College we believe every student should be supported to learn to their full potential: to achieve their best and to be their best.

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 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 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, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

RESPONSIBILITIES

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance

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.