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 Supervision of withdrawn or out-of-class learners occurs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Supervision of withdrawn or out-of-class learners occurs as allocated, ensuring student safety and continued access to learning workflows.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