1. Summary of the broad purpose of the job in relation to the College s goals.

Transcription

1 JOB DESCRIPTION & PERSON SPECIFICATION College Department: Learning Support Position Title: Secondary Learning Support Officer Position Classification: LSO Grade 2 Tenure: Permanent JOB DESCRIPTION 1. Summary of the broad purpose of the job in relation to the College s goals. (Expected outcome and how it is achieved.) The role of the Secondary Learning Support Officer will provide a key service for all secondary students, with a strong focus on the support and inclusion of students with identified learning needs. The officer will work under the guidance of the Inclusive Education Teacher and subject teacher to provide support programs, to enable access to learning for students and to assist the teacher in the management of students and the classroom. Work may be carried out either in the classroom or outside the main teaching area, such as the Flexible Learning Unit. The role of Secondary Learning Support Officer may require some administrative duties, including undertaking word processing, photocopying, filing, preparing resources and other general administrative tasks as required. It is also expected that the Secondary Learning Support Officer will maintain effective and ongoing communications with all relevant staff to ensure the best opportunities are readily available to College students. 2. Reporting / Working Relationships (To whom the person reports, staff for whom the person is responsible and other significant connections and working relationships within the College.) The Secondary Learning Support Officer reports to the Inclusive Education Teacher and works closely with other members of the Learning Support Team. The officer interacts with a wide range of staff across the College and works at all times under teacher direction. Where appropriate and as time allows, the Secondary Learning Support Officer may be expected to work with students from Foundation to Year Special Conditions The Secondary Learning Support Officer is employed under the terms and conditions specified in the current Lutheran Schools SA Enterprise Agreement. A 3 month probationary period will apply. 4. Extent of Authority Manage assigned work to achieve all goals to finality within policies and guidelines, reporting to the Inclusive Education Teacher work priorities and workloads, and any matters not covered by policies and guidelines. 1

2 JOB DESCRIPTION 5. Statement of Key Outcomes & Associated Activities (Grouped into the Key Result Areas (KRAs), and as major areas of responsibility and activity.) The role of the Secondary Learning Support Officer encompasses activities within the following Key Result Areas (KRAs): Student Support Expectations Staff Support The responsibilities of the Secondary Learning Support Officer in each KRA include: Student Support (Classroom, Activities, Wellbeing) Assist with the implementation of student support programs. Establish supportive relationships with students and interact with them according to individual needs. Promote the inclusion and acceptance of all students including those who have experienced trauma. Encourage students to interact and engage in classroom activities. Supervise and provide support for students with a broad range of abilities. Adjust curriculum tasks according to student need in consultation with the teacher. Support the use of ICT in learning activities. Promote the well being, self-esteem and independence of students. Assist with the supervision of students at lunchtimes when timetabled to do so. Support the personal care needs of students. Under the direction of the teacher, work with small groups of students and take responsibility for their learning. In the case of any emergency, undertake duties as per the emergency and evacuation procedures of the College. Expectations (Procedures, Structure, Strategies, Tools) Maintain records regarding student learning needs for staff. Have knowledge of and comply with policies and procedures relating to College expectations, particularly relating to student welfare and health and safety. Contribute positively to the overall ethos of the College regarding inclusion of all students ensuring all students have equal access to opportunities to learn and develop. Work collaboratively as a team member, attend training, and participate in meetings and performance reviews as required. Accompany teaching staff and students on excursions, camps and other out of school activities as required. This can involve taking responsibility for a group under the supervision of the teacher. Build on own strengths and areas of expertise through professional development.

3 JOB DESCRIPTION 5. Statement of Key Outcomes & Associated Activities (Cont d) Staff Support Assist with the planning of learning activities, preparation of resources for teaching staff and provide administrative support. Work with small groups of students under the direction of the teacher. Support the Learning Support team in all areas of activity. Create and maintain a purposeful, orderly and supportive environment. Work with students under teacher direction using strategies to support students to achieve learning goals and providing feedback regarding student achievement, progress, and challenges.. Promote positive student behaviour encouraging students to take responsibility for their own behaviour. Some administrative duties including word processing, photocopying, filing and other general administration tasks.

4 PERSON SPECIFICATION 1. Educational / Vocational Qualifications Completion of Year 12. First Aid Certificate. Reporting Abuse and Neglect certificate. Department of Communities and Social Inclusions screening and background check. Valuing Safe Communities (Provided by the College). Current driver s licence is desirable. A Certificate III in Education Support or similar is desirable. 2. Personal Skills, Abilities & Aptitude The skills, abilities and aptitude of the Secondary Learning Support officer encompass the following: Skills IT, numeracy and literacy skills at level to support senior secondary students. Competent in the use of Microsoft Office software. Well-developed organisational and time management skills. Good communication skills (phone, , written correspondence). Demonstrated ability to work effectively with students with a broad range of ability and disability. Abilities Establish positive working relationships with students and other staff members. To be creative, flexible and be able to changing priorities. Understand roles and responsibilities of various staff members. Work cohesively in a team environment. Maintain confidentiality. Meet required deadlines. Aptitude A personal commitment to the College Vision, Mission and values underpinning the delivery of a Christian based education to students in the College. Demonstrate enthusiasm in working with students with special learning needs. Be committed to providing exceptional levels of service. Have an interest in supporting and serving others. Have a natural affinity with people and developing successful relationships. Friendly disposition and helpful nature. Use diplomacy, discretion and tact as required in a professional work environment.

5 PERSON SPECIFICATION 3. Experience 4. Knowledge Recent experience in a Learning Support environment within a Secondary school is preferred. Experience with Senior Secondary students including SACE. An understanding of inclusive education in a mainstream setting. Awareness of practices and procedures within education relating to the well-being, safety and education of children. Demonstrate some relevant theoretical knowledge in relation to students with barriers to learning, literacy and numeracy. Has the technical knowledge or experience to perform a wide variety of duties. Knowledge of disabilities including Autism Spectrum Disorder, Specific Learning Disability, Dyslexia and Anxiety and the impact on learning and behaviour. 5. Work Health and Safety Comply with the school s Safety Policy and the Safety Management System. Be aware of safety related responsibilities, authorities and reporting relationships. Participate in training. Take reasonable care to protect their own health and safety. Take reasonable care to avoid adversely affecting the health or safety of any other person through an act or omission. Follow Work Instructions. Use equipment provided for health or safety purposes. Obey reasonable instruction that the employer may give in relation to Health and Safety. Report hazards by completing Part 1 of the Safety Improvement Request form. Contribute to the continual improvement of the Safety Management System. 6. Classification Level Lutheran Schools Officer Grade 2. (Refer to the guidelines in the Lutheran Schools Enterprise Agreement for additional details relating to roles and responsibilities at this Grade Level.) 7. Performance Standards & Review An annual Performance Review is undertaken with the Inclusive Education Teacher to determine capacity to meet the demands of the role; where additional skill training is required and what level of job satisfaction is being obtained. The basis of the Performance Review is utilising the Key Performance Indicators (KPIs) identified in Appendix A.

6 APPROVAL Job Description & Person Specification Approved Dianne Eckermann Principal (Print Name) (Signature) Date: Acknowledged by Person Selected (Print Name) (Signature) Date: PERFORMANCE MANAGEMENT APPENDIX A In relation to setting goals and managing performance, Key Performance Indicators (KPIs) are put in place within each Key Result Area (KRA) so that effort can be measured and performance rewarded. Student Support Support Key Performance Indicator (KPI) The provisions outlined in the student support plans are actively facilitated. Relationships developed with students are appropriate, and effective in allowing the best possible outcomes for students each day. Daily practice evidences a philosophy of inclusion for all students. Classroom tasks are adequately modified under teacher direction to promote success for individual students within mainstream curriculum. Programs for individual students are initiated under teacher direction and facilitated when required. ICT use remains within adjusted curriculum plans for students with learning needs. Minor incidents of health and hygiene are dealt with discreetly and with no reported embarrassment to the students. Teaching staff report feeling supported in assisting all students with identified learning needs. Students with learning needs are safely instructed and assisted as required to follow emergency procedures. Expectations Records College expectations Key Performance Indicator (KPI) Comprehensive records are maintained on the secure database or in student files and meet all privacy and confidentiality guidelines. Documentation produced from the Learning Support department meets College standards and is in a uniform style and format. Daily actions are guided by College expectations, and the relationships and care of students is of the highest importance. All students at the College are acknowledged as unique and offered equal access to learning. Team Regular attendance and active participation at relevant meetings.

7 Record of participation in professional development, learning activities and training is maintained each year. Areas of strength and specialist expertise are regularly utilised to support other staff members in the department. Flexibility in a working in a team environment. Support Where required, assist teachers with the supervision of students outside of normal lesson time. Where required, support is provided to teachers and students with learning needs on camps and excursions and is reported to be helpful and inclusive. Staff Support Learning Key Performance Indicator (KPI) Students achieve the learning goals devised by teachers in conjunction with Learning Support staff. Support is provided to the department to ensure continuity of service to students where required. The Learning Support area is kept clean, tidy and functional for students each day. Support for staff is provided in the collection, preparation and distribution of learning activities and resources. Student responses to activities and achievements are recorded accurately. Communication Teachers are updated regularly regarding students with learning needs in their classes. Good behaviour is promoted by prompt, calm response to unacceptable behaviour and incidents are referred to the teacher for management. Administration Administrative tasks are completed within set timeframes.