Inclusion Support Facilitator jobs

Location Profile

COLLEGE PROFILE, VISION AND VALUES

Lyndhurst Secondary College is situated just north of Cranbourne in the south-western corner of the City of Casey - one of the fastest growing municipalities in Australia. Our college has an enrolment of 840 students and is projected to rise further. Over recent years, the cultural mix of the College has evolved, with students coming from over 50 backgrounds and nationalities.

Our College Vision, `Empowering students for learning and life', is lived on a daily basis through both our classroom practices and co-curricular opportunities. Our College Values are excellence, commitment, integrity, and respect, with an overarching belief in high expectations for all. These are recognised with students through an active SWPBS framework known as Lyndhurst Legacy whereby staff can recognise students for their demonstration of College Values to accumulate points, which contribute to regular awards given at year level and whole school assemblies.

WHY APPLY TO WORK AT LYNDHURST SECONDARY COLLEGE

The best answer to this question comes from both our staff and students and their perspectives on life at Lyndhurst.

In the 2023 Student Attitudes to School Survey, our students reported positive results that were above both similar schools AND state results in EVERY single measure. This includes important areas such as effective classroom behaviour, stimulated learning, having an advocate at school, a sense of connectedness and high expectations for success.

In the 2023 School Staff Survey, our staff reported positive results that were at or above both similar schools AND state results in 14 of a total 17 measures. This includes important factors such as having a collective focus on student learning, instructional leadership and staff safety and wellbeing.

HOW DO WE SUPPORT NEW STAFF

As a college, we have a strong focus on supporting new staff to make the transition to life at Lyndhurst. This includes all staff members having an induction process led and overseen by an Assistant Principal. As part of our staff induction program, we allocate every new staff member a mentor to be their initial go to for any questions or needs that may arise. In addition, we run fortnightly professional learning and support sessions for new staff which covers everything from how to use our school-wide Compass system, through to best approaches for learning, engagement and wellbeing in the classroom.

Furthermore, the college has invested in supporting new staff to the college, as well as new staff to the teaching profession through the development of the GET SET program. This program (Graduates Entering to Supported Educators Thriving) focuses on the development of professional learning and support for staff to ensure they are able to be the best educators possible. The college has two GET SET mentors who work closely with the Assistant Principal overseeing induction/transition to develop professional learning sessions, as well as provide more individualised support to staff as required through observations, peer coaching and feedback.

Provisionally registered teachers are supported through the allocation of a VIT Mentor, as well as specific sessions in the induction program dedicated to supporting staff to complete their VIT projects.

COLLEGE-WIDE APPROACH TO KNOWING OUR STUDENTS

The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment for all students. We have school-wide, consistent approaches to classroom routines and classroom/behaviour management to ensure that our students can be ready to learn and can achieve success, as well as ensure staff are supported to make every minute of learning time effective.

In 2024, we commenced the work of implementing the Berry Street Education Model framework, with all staff undertaking 4 days of professional learning. We also have a daily 10-minute home group and weekly Mentor period where teachers work with the same teacher who deeply knows their group of young people and works with them to build their learning to learn skills, improve their wellbeing and connection and investigate future careers and pathways.

CURRICULUM OFFERINGS

Our curriculum offers a range of flexible learning options and support programs. This includes a focus on providing high-quality vocational programs for students right from Year 7, including Hands On Learning, access to on-site and external VET courses and a strong VCE Vocational Major curriculum. The college is also home to its own state of the art Auto Trade Skills Centre which delivers Certificate II in Automotive Vocational Preparation to over 80 students each year. Students also have the opportunity to engage with a wide range of subjects, with Arts and Technologies taster classes in Years 7 and 8 through to flexibility in their elective options in Years 9 and 10.

STUDENT VOICE AND AGENCY

As a college, we understand the importance of student voice and agency in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community. We also support our young people with an extensive and highly skilled Wellbeing Team, as well as connecting with a variety of community-based groups.

CURRENT STRATEGIC FOCUS

Presently the major focus for staff is to develop classroom curriculum and pedagogy through a range of evidence-based teaching and learning strategies, to further improve outcomes for students. The objective is to teach each student's point of need, regardless of where they on the learning continuum.

This, alongside the development of whole-school frameworks and implementation of the Berry Street Education Model are key components of our Annual Implementation Plan.

Selection Criteria

• Demonstrated capacity to work as a member of a team establishing positive relationships with colleagues, students and their families.

• Demonstrated capacity to work across all areas of the school with students who exhibit challenging behaviours.

• Demonstrated capacity to provide support and/or attendant care to students where necessary

• Demonstrated capacity to apply knowledge obtained from professional learning to support student learning

Role

Provide basic physical and emotional care for students who require additional assistance and support their additional needs:

Accountability, Authority and Decision Making

• Works under supervision for general educational programs and protocols.
• May supervise groups of up to 4 students
• Procedures and duties are well understood and clearly documented
• Maintains confidentiality of privileged information, to which he/she is privy by virtue of the role
• Maintains highly effective and positive relationships with all staff
• Proactively demonstrates college values in daily work and interactions with students and colleagues
• Comply with all OH&S policies and practices in relation to the role of Student Wellbeing and Support

Responsibilities

Classroom Support

• Assist students on an individual or group basis in specific learning areas, under the direction of the classroom teacher
• Assist with the communication between students and teachers, particularity the interpretation of instructions.
• Provide basic physical and emotional care for students
• Assist with toileting, meals, lifting and administration of medication to students requiring special care, where required
• Promote an inclusive environment by understanding and anticipating situations in which non-verbal students might have difficulties, and act as a buffer and support to facilitate the most positive outcomes possible
• Supporting students in applied learning programs and students with behaviours of concern
• Under the direction of a teacher, assist with the supervision of students to ensure their own and/or other students, safely both inside and outside the classroom, in school grounds, camps, excursions, sporting activities, therapy activities and life skills
• Assist in the preparation of student resources and equipment
• Prepare basic curriculum support resources
• Observe students and inform the teacher of relevant learning and behavioural issues as necessary
• Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement

Intervention Program

• Support the implementation of intervention programs designed to engage students and their literacy, numeracy and/or social-emotional needs
• Collaborate with other members of the intervention team to support the implementation of the programs
• Monitor and evaluate student growth within the intervention programs, providing feedback as required

Communication

• Undertake training in areas identified to maximise support for students with complex needs

Data Collection

• Keep a documented record of student(s) progress/observations through case notes

Other Duties

• Undertake other duties related to the role as directed
• Participate in professional development and training to maintain the expected level of knowledge of current and best practice in the major areas of responsibility associated with the role.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

Please ensure that your application includes:

• a resume including relevant experience as well as personal details (name, address and contact numbers, business, and home)

• a section addressing the selection criteria and the requirements for application under the

• names and contact numbers (telephone and email if possible) of two referees.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Conditions of Employment

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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