Job Title

Occupation: OtherReference: 1481994Selection CriteriaSC1. Demonstrated understanding of inclusion support and evidence of knowledge of intervention programs at an individual and small group level.SC2. Experience and/or ability in the development and implementation of intervention programs that support student outcomes, with particular focus on supporting Literacy and Numeracy outcomes.SC3. Demonstrated capacity to monitor and respond to achievement and growth data for students engaged in intervention programs.SC5. Highly developed communication and interpersonal skills, including cultural competence and sensitivity.RolePOSITION OBJECTIVESelection CriteriaSC1. Demonstrated understanding of inclusion support and evidence of knowledge of intervention programs at an individual and small group level.SC2. Experience and/or ability in the development and implementation of intervention programs that support student outcomes, with particular focus on supporting Literacy and Numeracy outcomes.SC3. Demonstrated capacity to monitor and respond to achievement and growth data for students engaged in intervention programs.SC4. Demonstrated experience working successfully within a multi-disciplinary team.SC5. Highly developed communication and interpersonal skills, including cultural competence and sensitivity.RolePOSITION OBJECTIVETo provide targeted intervention support for students at Lyndhurst Secondary College, with a specific focus on supporting the learning outcomes of students. To support the development and implementation of the Lyndhurst Secondary College approach to intervention by developing small group and 1:1 intervention programs.While the position is advertised as a five day per week position, ability to negotiate a part-time position is possible.Other DutiesUndertake other duties related to the role as directed.ACCOUNTABILITY, AUTHORITY AND DECISION MAKINGSome degree of professional autonomy to determine how intervention program targets and goals are achieved within clearly established framework.Professional autonomy is generally limited by standard procedures and school and department policy.Provides professional reports requiring in-depth analysis, including assessments and recommendations for consideration by others.Support and guidance is close at hand and deviation from standard procedures and school policy requires guidance and direction form the Leadership Team.Who May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.EEO AND OHS CommitmentApplicants 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.The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.It is our policy to provide reasonable adjustments for persons with a disability (seeWorkplace adjustment guidelines ).Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.auChild Safe StandardsVictorian 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:ValuesThe 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:InformationPlease 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 thenames and contact numbers (telephone and email if possible) of two refereesPlease 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 EmploymentAll 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 ProfileCOLLEGE PROFILE, VISION AND VALUESLyndhurst 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 850 students in 2024 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 STUDENTSThe 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 OFFERINGSOur 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 AGENCYAs 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 FOCUSPresently 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 students 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.LEADERSHIP TEAM STRUCTUREThe current College Leadership Team profile currently consists of the Principal, 5 Assistant Principals, 3 Sub-School Leaders (aligned to Junior School 7&8, Middle School 9&10 and Senior School 11&12), 4 Learning Specialists (Curriculum & Pedagogy, Literacy, Numeracy, Inclusive Practices), a Student Voice and Agency Leader, a Wellbeing Leader, an Inclusion Leader and the College Business Manager.ResponsibilitiesKEY RESPONSIBILITY AREASIndividual and Small Group InterventionCollaborate with the Disability Inclusion Leadership Team and Teaching & Learning Team to develop the vision, process and practice for intervention at Lyndhurst Secondary College.Develop an overview of the suite of potential interventions available and plan for implementation.Collaborate with other members of the intervention space to develop the process for identification of appropriate students for intervention support, both small group and individual intervention.Identify and administer appropriate assessments for the identification of target students for intervention including DIBLES, SAEBRES, etc.Conduct classroom observations of target students and their classroom learning behaviours.Develop intervention plans for target students which include the identification of appropriate goals, actions, supports and strategies aligned to the DIP process.Implement learning-needs based intervention support for identified students, including Macqlit and Corrective Maths intervention programs to target Literacy and Numeracy.Collaborate with classroom teachers to develop their understanding of target student needs and supports based on intervention plans.Contribution to Whole School Inclusive PracticesSupport members of the Inclusion Support Officer Team to develop their knowledge and skills in supporting students.Support classroom teachers to develop appropriate IEP goals for targeted students.Develop supporting Professional Learning experiences for teaching staff and ES staff members to develop their practice and support of intervention.Contribution to the Disability Inclusion ProcessPrepare supporting documentation for the DIP process for target students, including documentation of specialist plans and reports.Prepare for and attend DIP meetings for target students.Support the work of the Disability Inclusion Team, including administering additional assessments where appropriate to do so and develop supportive plans and reports.Support the development of any additional supportive documentation for the DIP process.Additional DutiesAttend weekly Inclusion Support Officer Team meetingsAttend relevant Team Around the Learner meetingsAttend relevant Whole School Professional LearningComplete administrative tasks including the documentation of classroom supportsOther DutiesUndertake other duties related to the role as directed.Applications close Thursday 10 July 2025 at 11.59pm #J-18808-Ljbffr