Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1540245
McClelland College is a 7-12 college with a current enrolment of approx. 1100 students. The College is well recognised as a leader in the implementation of personalised learning through what we call an ¿Education by Design¿ approach. We really believe in living our values of Community, Ownership and Growth.
Our decision making is all put through the lens of what is in the students¿ best interests. It's the innovative approach to teaching that sets our school apart and the passion and moral purpose of our staff that drives us to do everything we can to help each and every student. We pride ourselves on delivering education that builds professional and vocational capabilities by building on students' individual strengths.
At McClelland we support students in the exploration and development of their individual passions and talents. Key sets of relevant life-long learning skills taught throughout the McClelland Academy Program (MAP) will enable our students to be skilled in IT development, Science, Media, Business, Performing Arts and Sport.
The Elite Performance Program (and accelerate) is a select entry program aimed at extending junior year students. We design our curriculum, so these students are spending more time using higher order thinking skills and developing leadership capacity. This enables students to further increase their personal learning and continue to maintain learning above the expected level for their year group. If you are teaching a student in Year 7, for example, that you believe is capable of enrolling in a VCE unit, we want to know about it. This is Education by Design in action.
McClelland is also well-connected through collaboration and active partnerships with external organisations. To support the quality, reach and impact of our education, we constantly seek to improve teaching and learning outcomes through engagement with business and industry links.
The school has over 130 staff, comprising 7 principal team members, 80 teachers and 48 Education Support staff and we continue our commitment to ongoing improvement for the benefit of our students.
College Values
McClelland¿s College Values were derived from what students, teachers and parents thought underpinned success in life. We believe that Community and Ownership build together to support Growth.
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.
[Attendance requirement for this position]
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:
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 Learning Support Assistant (LSA) works collaboratively with classroom teachers, Learning Support staff, and the Inclusive Education team to assist students with additional learning needs to access, participate in, and progress through the curriculum. The LSA supports the implementation of teacher-led programs, fosters student independence, and contributes to the overall inclusion of all learners within the school community.
LSA Roles andResponsibilities.
Before Class
Planning and Preparation
Check LSA Timetable, emails or any group communication to ensure correct allocation and support of timetabled students.
Check Compass for anyrelevant room changes
Arrive prior to lessoncommencing to support the classroom teacher with entry routines.
Attend or organise regular planning meetings (beginning, middle, and end of units) with teachers to discuss:
Student adjustments
CAT (Common Assessment Task)modi¿cations
Resourcing and classroom strategies
Review lesson plans, IEPs,BSPs, and other documentation relevant to assigned students.
Prepare resources and differentiated materials as directed by the classroom teacher or Inclusion Learning Specialist.
Use teacher-designed adjustments andevidence-based strategies to prepare forin-class support.
Check Compass (or other student management systems) for updates on student attendance, and learning progress.
Assist in setting up the classroom or learning spaceto support accessibility and engagement.
Help settle students in learning centres, assist with transitions, and escort students safely to class
Contribute to positive student communication through introductory emails, or Compass entries, as required.
During Class
In-Class Support
Provide targeted 1:1 or small group assistance as directed by the classroom teacher.
Encourage student engagement, focus, and independence while minimising over-reliance on adult support.
Reinforce teacher instructions and support teachers implementation of School-Wide Positive Behaviour (SWPB) strategies.
Apply teacher-designed adjustments and differentiated strategies to support diverse learners.
Assist with classroom organisation, resource distribution, and group management.
Support data-informed, evidence-based interventions designed and ledby teachers.
Provide line-of-sight supervision where required for speci¿c students, LSAs are not to leave the classroom unless directed by teacher, or as per students documented strategy.
Maintain a calm, respectful, and professional presence that promotes positive classroom culture.
Collaboration and Communication
Liaise with the classroom teacher or Inclusion Liaison Officer regarding student progress and adjustments.
Offer constructive feedback to the teacherabout student engagement and learning.
Work collaboratively with other LSAs to ensure consistency of support across subjects and year levels.
After Class
Follow-Up and Re¿ection
Record LSA Compass Notes on student participation, engagement, and outcomes, highlighting implications for future lessons.
Provide brief feedback to the classroom teacher and seek direction for next steps or adjustments.
Support classroom organisation by assisting with tidying, packingaway materials, or resetting spaces.
Complete Compass entries and other documentation related to student progress.
Communicate relevantupdates to the Inclusion liaisonOfficer if required.
Professional Learning and Collaboration
Engage in regular professional learning (e.g. Tuesday PL sessions) and 1:3 coaching to strengthen instructional and inclusion strategies.
Meet with other LSAs and Inclusion staff to share information and ensure consistency of practice.
Participate in scheduled planning sessions, staff meetings, and review discussions.
Attend and support schoolevents such as excursions, sportsdays, and camps as required.
Optional supervision or support in Study Space or alternative learning areas as directed.
ExamSupervision and Support
Before the Exam
Collect the student¿s allocated USB (clearly labelled with their name)from ¿.
Ensure the correct exam isloaded onto the student¿s laptop prior to the exam starting.
Con¿rm that allassistive technologies orprovisions are setup and functioning (e.g. text-to-speech, enlarged text, extratime timers).
Familiarise yourself with the student¿s Special Provisions (digital or printed copy available in the exam room).
During the Exam
Act as an exam supervisor, supporting the teacher in both monitoring and assisting students.
Maintain exam conditions whileproviding approved supports (as per the student¿s listedprovisions).
Refer to the Special Provisions Table throughout the examfor clari¿cation as needed.
Provide calm, consistent assistance to ensure equitable access for eachstudent.
Record any incidents, technical issues, or adjustments made during the exam.
After the Exam
Save and print eachstudent¿s completed exam.
Place printed exams in the relevant staff pigeonholes for collection.
Safely eject and returnall USBs to the relevant staff office.
Ensure laptops and equipment are shut down and returned/secured as required.
Notify the supervising teacheror Inclusion Team if any issues arose during the session.
Professional Standards and Conduct
Communicate promptly with the classroom teacher, Sub School, Year Level or Inclusion teams regarding any student concerns or incidents.
Demonstrate integrity, professionalism, and adherence to school policies and values.
Follow the direction of the classroom teacher and Learning Support team; LSAsmust not beleft in sole charge of a class.
Comply with all ChildSafety, Duty of Care, and Health &Safety requirements.
Respect the dignity and individual needsof every student, fostering inclusion and belonging.
Maintain up-to-date Working With Children Check (WWCC) and First Aid certi¿cation (whererequired).
Professional Growth and Development
Participate in ongoing training in areassuch as disability inclusion, trauma-informed practice, literacy/numeracy support, behaviour management, andtechnology for learning.
Re¿ect on and evaluateprofessional practice; activelyseek feedback and improvement opportunities.
Collaborate with teachers and specialists toexpand knowledge ofinstructional adjustments and intervention strategies.
Model positive interpersonal relationships and contribute to the inclusive culture of the school community.
Supervision and Boundaries
LSAs must always work under the direct supervision of a teacher.
LSAs cannot be left alonein the classroom and may onlyleave with theirassigned student (if required).
Direction, planning, and assessment remain the responsibility of the teacher; LSAs support implementation.
LSAs must not engagestudents in conversations or questions relatedto their personal wellbeing.
If a student makes an unsolicited disclosure regarding theirwellbeing, the LSAmust promptly bringto the teacher's attention and explain to the student the reason fordoing so.
LSAs must onlyaccess student information for those students they have beenexplicitly directed to support.
When a student has a Wellbeing appointment and is required to be escorted to Wellbeing, please do so and thenreturn to yourassigned class oncethe student hasbeen checked in with theWellbeing admin.
Before School, Recess, Lunch & AfterSchool Supervision
When directed by the Inclusion team and advised through timetable, ensure line of sight supervision for identi¿ed students.
Other duties
That support school organisation and student learning needs (please note: this caninvolve supervising students before school, recess, lunch and after school)
As directed by the Principal team.
The Learning Support Assistant must perform duties only within the parameters of this Role Description and under the supervision of teaching or leadership staff. Responsibilities must not extend into areas of Wellbeing, behaviour management, curriculum design, teaching, or assessment.
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
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.