Learning Support Teacher jobs in Liverpool NSW

1. POSITION SUMMARY

The Diverse Learning Support Officer is a key member of the School Support Team. The officer provides structured classroom assistance and monitored learning support for students with additional literacy, numeracy, and curriculum-access needs, under the direction of the Diverse Learning Coordinator.

The Diverse Learning Support Officer is a key member of the School Support Team, providing structured classroom assistance and monitored learning support for students with additional literacy, numeracy, and curriculum-access needs, under the direction of the Diverse Learning Coordinator.

Working alongside classroom teachers and support staff, the officer delivers prescribed learning programmes, applies approved adjustments, prepares differentiated resources, and gathers progress evidence only when requested. Supervision of withdrawn or out-of-class learners occurs as allocated, ensuring student safety and continued access to learning workflows.

The role actively reinforces student independence, communication skills, and task ownership without over-directing or interrupting the learning process. Collaboration with school leaders, teacher aides, and external professionals occurs through assigned channels, maintaining privacy and consistency.

2. WORKING RELATIONSHIPS

• Principal
• Deputy Principal
• Curriculum Coordinator

Supervision of withdrawn or out-of-class learners occurs as allocated, ensuring student safety and continued access to learning workflows.

• Year Coordinators
• Teaching Staff
• Learning Support Team
• Parents
• Students
• Professionals (Health, Welfare, etc..)
• External Agencies

Collaboration with school leaders, teacher aides, and external professionals occurs through assigned channels, maintaining privacy and consistency.

• • Diverse Learning Needs Coordinator

3. ROLE ACCOUNTABILITY

3.1. SUPPORT FOR STUDENTS

• 3.1.1. Support small groups of allocated students to reinforce literacy and numeracy tasks under the oversight of the classroom teacher.

3.1.2. Provide direct instruction and learning support to individuals and groups of students, as allocated.

• 5.1.3. Provide structured support to enable students with additional learning needs to access curriculum content and complete assessment tasks confidently.

3.1.4. Implement prescribed educational support programmes, including those involving Technology and Design-based learning, under teacher or coordinator direction.

3.1.5. Implement explicit strategies to enhance students’ social, interpersonal and communication skills in the classroom or co-curricular environments.

3.1.6. Withdraw students for individual support or program-based functional testing when directed by teachers or a support coordinator.

3.1.7. Supervise students who are withdrawn or out of class due to additional needs, ensuring safety and continued supervised access to learning tasks and support spaces.

3.1.8. Collect, document and organise evidence of student academic progress, behaviour observations, and program participation ethically and confidentially, only when requested.

3.1.9. Prepare and organise differentiated learning resources, scaffolds, worksheets, and approved digital supports (e.g., Chromebooks or print resources) exactly as directed by teachers or Learning Support leadership.

3.1.10. Support inclusion and participate in whole-school or curriculum-allocated activities such as sports days, excursions, carnivals, and supervised academic programmes, when assigned.

3.1.11. Reinforce independence and confidence in learners by guiding without over-directing, interrupting, or taking control of the learning process itself.

3.2. 3.2.1. Provide supervised 1:1 and small-group support to students, reinforcing literacy, numeracy, and classroom learning tasks.

3.2.2. Implement prescribed learning adjustments and IEP-aligned strategies only for students, ensuring they can access curriculum tasks and complete assessment work safely and confidently.

3.2.3. Supervise students who are withdrawn or out of class due to additional learning needs when allocated, maintaining safety and calm learning continuity.

3.2.4. Record factual, confidential observations of student engagement or behaviour only when requested and submit them through school protocols without interpreting or informing academic leadership.

3.2.5. Support student participation and inclusion in assigned school activities such as

excursions and incursions.

3.3. ADMINISTRATION

3.3.1. Collect, organise, photocopy, scan, 3.3.2. Record and maintain accurate student progress evidence and observational notes confidentially in alignment with NCCD frameworks.

3.3.3. Prepare and provide support documents for applications requested by school leaders, including provision briefings coordinated through NESA when directed.

3.3.4. Attend mandated professional development, compliance briefings, staff functions, and collegiate school activities when directed.

3.4. 3.4.1. Support and participate in parent/teacher meetings when assigned.

3.4.2. Assist teacher or Learning Support leadership communication loops to parents regarding student progress or resource alignment when directed.

3.5. PROFESSIONAL DEVELOPMENT & STANDARDS

3.5.1. Stay current with practical, evidence-based approaches to improve student learning support.

3.5.2. Commit to ongoing professional development to strengthen classroom aide capabilities.

3.5.3. Maintain consistent, confidential documentation of student progress and behaviour when assigned.

3.5.4. Attend student-support meetings and school activities when allocated by the Diverse Learning Coordinator

4. QUALIFICATIONS & EXPERIENCE

• Approved to support secondary students in NSW independent school settings
• Minimum 2 years’ experience working directly with students with additional needs in Special Education environments
• Relevant postgraduate qualifications in special education are advantageous
• Clear understanding of NCCD requirements, and proven ability to collect, document and maintain confidential evidence of student progress
• Professional, compassionate, flexible and proactive when supporting students under teacher supervision