Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1509781
1. Expertise or Interest in Evidence-Based Literacy Instruction Demonstrated interest in structured, evidence-based reading programs and the ability to deliver scripted lessons with consistency and fidelity.
2. Proven capacity to develop rapport with students who may have struggled with literacy/numeracy or learning confidence in the past and ability to maintain student motivation, engagement, and appropriate behaviour in small-group learning settings.
3. Strong interpersonal skills including the ability to work effectively with coordinators, students, and families.
4. Ability to accurately record, track, and report on student progress and attendance using school systems (e.g. Compass).
5. Evidence of ongoing training and professional learning to improve practice and maintain program quality.
6. Strong understanding of mathematical concepts between years 7-9.
Attendance is 38 hours per week, Monday to Friday
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.
A role at this range may include:
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.
The Education Support Reading Facilitator/Maths Tutor position provides targeted literacy support to small groups of students identified as requiring additional assistance with reading. The role involves delivering the Corrective Reading program, a scripted and evidence-based intervention designed to improve decoding, fluency, and comprehension skills.
The successful applicant will be responsible for implementing lessons with fidelity, tracking student progress through Compass, and maintaining communication with the Accessibility Coordinator regarding student attendance, academic progress, and behavioural concerns.
This position requires a calm, consistent, and encouraging approach. The successful candidate will build positive relationships with students who may have experienced limited academic success in the past, supporting them to remain engaged and confident throughout each session.
All necessary training in Corrective Reading will be provided, with ongoing professional learning and upskilling opportunities available throughout the year.
The responsibilities of this position will be:
With support from the Accessibility Coordinator, the Education Support staff member will:
· Deliver Corrective Reading lessons to small groups of students using the provided scripted program materials.
· Maintain accurate student attendance, assessment, and progress records on Compass.
· Monitor and report on student progress, engagement, and wellbeing to the Accessibility Coordinator.
· Support the creation of a safe, inclusive, and positive learning environment that encourages student confidence and persistence.
· Attend parent teacher interviews for the students within intervention groups (during normal ES working hours.)
· Participate in regular coaching related to Corrective Reading and evidence-based instruction.
· Assist teachers and leaders as required in supporting broader literacy initiatives across the school.
· Provide individual and small-group tutoring to support student learning in mathematics for early high school students.
· Reinforce classroom teaching by helping students understand key maths concepts across the curriculum.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
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
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
Our Purpose:
At TC our purpose is to challenge the status quo so that everyone is empowered to learn.
We Believe:
Learning is more than just acquiring knowledge. It is a personal, exciting, lifelong journey. School is a place to discover and pursue your passions which contribute to the greater good.
High quality teaching and learning is student-centred and relationship driven, where support and challenge empower all to be the best that they can be.
Success comes in many forms and growth and achievement are to be recognised and celebrated.
Our Values - Empowered Learners
The elements we value that lead to empowered learners are:
How we do what we do
School profile
TC is a leader in innovative and progressive education. Having transformed the school from a school of last resort to a thriving community, we now have approximately 1250 students and demand outstrips supply. We continue to improve and innovate by having a clear focus on both ¿core¿ work and ¿explore¿ work. In 2023, TC was named Australian Government Secondary School of the Year, and one of our staff members was named the Australian Government Secondary School Teacher of the Year. In the same year, the school was shortlisted as a finalist in the Victorian Education Excellence Awards in the Provision for High Ability Students category.
The learning environment is not one where education is done `"to" students. Rather, learners take increasing responsibility to drive their own educational decisions and directions as they grow in age and maturity. This is done in consultation with their parents and a supportive staff community that guide the learner keep them accountable.
To acknowledge the amazing work and growth of students TC has developed a new model of assessment where students are assessed and recognised according to Expanded Measures of Success, beyond traditional measures. Students can measure their progress across a range of transferrable skills.
The school is fully compliant with the F-10 Victorian Curriculum Guidelines and the school was reviewed as having met the VRQA requirements as part of the School Review Process.
Candidates are encouraged to visit our website at www.tc.vic.edu.au for further information on TC.