1

This is a joint initiative of the Australian and the NSW Governments

Smarter Schools National Partnerships on

Improving Teacher Quality and

Low Socio-economic Status School Communities

Employment of Paraprofessionals in

NSW Government Schools Guidelines

Employment of Paraprofessionals in NSW Government Schools Guidelines 2

Contents

1. Background

2. Purpose

3. Role of the paraprofessional

4. Prerequisite qualifications (review of qualifications by Staffing Services)

5. Employment arrangements

6. Conditions of employment

7. Remuneration

8. Expression of Interest process

9. Applicants for paraprofessional roles 10. Selection panels for expression of interest process

11. Selection criteria / Statement of duties

12. Release, higher duties and backfilling arrangements

13. Professional learning for paraprofessionals

14. Teacher training opportunities for paraprofessionals

15. Staff monitoring process 16. Reporting and evaluation of the National Partnership

17. State Office Contacts

Appendices

Appendix A Frequently asked questions

Appendix B Selection criteria and statement of duties for the educational paraprofessional Appendix C Selection criteria and statement of duties for the operational paraprofessional Appendix D Applicant short listing sheet for educational paraprofessionals

Employment of Paraprofessionals in NSW Government Schools Guidelines 3

1. Background As part of the Smarter Schools National Partnership on Improving Teacher Quality and National Partnership on Low Socio-economic Status (low SES) School Communities, eligible schools have an opportunity to employ paraprofessionals to assist in meeting program outcomes. Paraprofessional staff will provide in and out of classroom support to teachers allowing them more time to focus on student learning. Across New South Wales more than 100 paraprofessional support positions will be created. Some of these positions will be allocated to the School Centres for Excellence under the National Partnership on Improving Teacher Quality whilst other positions may be in schools identified to participate in the National Partnership on Low SES School Communities National Partnership. Paraprofessionals will assist schools to support the personalised teaching and learning needs of students from low SES backgrounds and those students most in need of support. In undertaking their roles paraprofessionals will not supervise students nor will they have responsibility for class management and control or the teaching of students. Paraprofessionals will not have responsibility for education decisions pertaining to curriculum, assessment and reporting. 2. Purpose The purpose of this document is to provide guidance for schools and regions on the use of, and recruitment (using expression of interest processes to attract both internal and external applicants) for these roles. 3. Role of the paraprofessional There are two broad categories of paraprofessional support: educational and operational (generalist and specialist). Educational paraprofessionals will work under the guidance and supervision of teachers (as delegated by the principal) to support teaching and learning in the classroom. An example of the type of activity an educational paraprofessional could do to support student learning and assist the classroom teacher, is to collate student results for spelling or mathematics tests across a school term. The classroom teacher would then analyse these results and use their professional judgement to complete term reports. Operational paraprofessionals will work under the guidance and supervision of a school executive (delegated by the principal), to fulfil non-classroom based roles in schools allowing more time for teachers to focus on teaching and learning activities.

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There are five types of operational paraprofessionals, one a generalist support role and the others specialist roles. The operational paraprofessional roles will: • provide support for teachers to complete general educational support tasks e.g. monitor

and record student assessment tasks • assist in developing effective home, school and community partnerships to enhance

student achievement • provide technology and connected learning support for teachers in the classroom • help develop and implement data management systems, assisting teachers to plan and

modify curriculum and learning activities for individual students • assist with the coordination of professional experience (practicum) placements for

teacher education students and assist to strengthen partnerships between the school and universities.

An example of the type of activity an operational paraprofessional could do to assist staff in a school is help to develop the timetable for professional experience (practicum) placements for the year and distribute this to school staff. Paraprofessionals are expected to participate in school staff meetings. They will form part of the collaborative “teacher” team in schools and across school communities. Provided that there is a qualified teacher available during playground duty an educational paraprofessional may also undertake this duty. 4. Prerequisite qualifications (review of qualifications by Staffing Services) Educational paraprofessionals will be required to have either completed Certificate III in Education Support, or equivalent (or be in the process of completing these studies) as a minimum prerequisite requirement. Equivalent studies would be in the fields of education or human services. Other suitable qualifications include Certificate IV in Training and Assessment and approved teacher education courses. It is expected that operational paraprofessionals will have relevant skills, expertise, or experience and do not need to have specific prerequisite qualifications. Principals will be required to submit to Staffing Services the list of applicants shortlisted for interview through the expression of interest process for each educational paraprofessional position (Appendix D). Please send this email with subject title: LOW SESSCNP/C4ENP PARAPROFESSIONAL SHORTLISTING to Margaret Adebiyi, Manager, School Staffing Programs at margaret.adebiyi@det.nsw.edu.au with a courtesy copy (cc) to Mark Anderson, Assistant Director, Staffing Services at mark.anderson@det.nsw.edu.au. At that stage, Staffing Services will review the qualifications to ensure their suitability. Applicants for educational paraprofessional roles will be required to provide evidence of their prerequisite qualification/s (or evidence of enrolment in prerequisite qualification/s) with their expression of interest for the position. This process will ensure that the department complies with the NSW Government’s policy (Premier’s Department Circular

Employment of Paraprofessionals in NSW Government Schools Guidelines 5

2004-43) which states any person who falsifies their record of academic and/or professional qualifications to gain employment may be dismissed from their position and/or prosecuted. 5. Employment arrangements The type of paraprofessional employed by the school will need to be determined by the school, to reflect the type of support needed to achieve the intended outcomes of the National Partnerships. This will vary according to the school and its community, and according to the requirements of the National Partnership under which the school is funded and will be reflected in the Revised School Plan. All paraprofessionals will be employed on a temporary basis either full time or part time. It is envisaged that schools will engage paraprofessionals for no less than one school term. In School Centres for Excellence paraprofessionals can be employed for up to two years. Schools in the National Partnership on Low SES School Communities have the option to employ paraprofessionals for longer periods (within their National Partnership funding), dependent on paraprofessionals satisfying requirements for these positions and on the school’s requirements under the National Partnership as reflected in the Revised School Plan. Paraprofessional positions may be either in one school or shared across two or more schools in the instances of a cluster of schools or a School Centre for Excellence and its ‘spoke’ schools or a community of schools as part of the National Partnership on Low SES School Communities. The number of paraprofessionals engaged by a school will depend on the support needed to achieve the intended outcomes of the Revised School Plan. In some circumstances a school may decide to engage a number of paraprofessionals to undertake some intense support work in the school and/or form part of a “teacher” team in and across schools. The following scenarios are provided as examples: • three educational paraprofessionals are engaged across a community of schools for one

year to assist teachers with implementing Accelerated Literacy • an operational paraprofessional is engaged for two years to assist a Highly

Accomplished Teacher implement the school’s professional experience (practicum) placements program in a Centre for Excellence school

• an operational paraprofessional is engaged as a support officer to a classroom teacher to focus on supporting the teacher with a specific stage/year, group/faculty or program

• two operational paraprofessionals are engaged by a cluster of schools in the National Partnership on Low SES School Communities to assist with the planning processes including communicating information to staff, parents and the community about programs operating across the schools.

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Schools with significant Aboriginal enrolments Principals of schools with significant Aboriginal student enrolments (20% of enrolments or 20 or more students) who plan to employ paraprofessionals should over the duration of the National Partnership, identify at least one paraprofessional position for an Aboriginal person. This is in line with the intended outcomes of the department’s Aboriginal Human Resource Development Plan 2009-2011. 6. Conditions of employment Educational paraprofessionals Educational paraprofessionals will be employed under the Teaching Service Act 1980. They will be engaged in a temporary capacity and will be renumerated during term time and non term time. They are expected to complete class preparation duties during non teaching weeks as planned with the classroom teacher. The hours of duty for educational paraprofessionals will be the same as teachers’ hours. Where applicable, motor vehicle allowance for educational paraprofessionals will be paid in accordance with the Industrial Relations Circular09/20 Meal, Travel and Related Allowances (Section 4 ). Refer: https://detwww.det.nsw.edu.au/media/downloads/intranet/lists/directoratesaz/ires/indrel/circulars/irc2009/irc0920.pdf Operational paraprofessionals Operational paraprofessionals will be employed under the Education (School Administrative and Support Staff) Act 1987. They will be engaged in a temporary capacity and will be renumerated during term time and non term time. They are expected to complete preparation tasks during non teaching weeks as planned with school staff. The hours of duty for operational paraprofessionals will be seven (7) hours per day. Where applicable, motor vehicle allowance for operational paraprofessionals will be paid in accordance with the Industrial Relations Circular 09/20 Meal, Travel and Related Allowances (Section 4). Refer: https://detwww.det.nsw.edu.au/media/downloads/intranet/lists/directoratesaz/ires/indrel/circulars/irc2009/irc0920.pdf

Employment of Paraprofessionals in NSW Government Schools Guidelines 7

7. Remuneration Educational paraprofessionals The salary range for education paraprofessionals is from $46,284* (exclusive of oncosts) to $51,927* (exclusive of oncosts). The commencing salary is dependent on qualifications with the upper salary level for educational paraprofessionals being $51,927* (exclusive of oncosts). The salary range is as follows:

• An educational paraprofessional with a Certificate III in Education Support (or equivalent) (or who is in the process of completing this qualification) will have a commencing salary of $46,284* (exclusive of oncosts).

• An educational paraprofessional with a Certificate IV or diploma in the fields of

education or human services (or who is in the process of completing this qualification) will have a commencing salary of $49,370* (exclusive of oncosts).

• An educational paraprofessional with a degree qualification in the fields of education

or human services (or who is in the process of completing this qualification) will have a salary of $51,927* (exclusive of oncosts).

*Note: Salary rates effective from 8.1.10 Where the educational paraprofessional holds the relevant qualification on appointment and are not on the top of the salary scale, educational paraprofessionals will progress to the next salary level after the equivalent of 12 months satisfactory service. Where the educational paraprofessional is in the process of completing the relevant qualification on appointment, progression is only available following the equivalent of 12 months satisfactory service from the date of completion of their qualification. Operational paraprofessionals The operational (generalist) paraprofessional role has four salary levels. The salary range is from $42,631 (exclusive of oncosts) to $46,346 (exclusive of oncosts). The operational (specialist) paraprofessional role has four salary levels. The salary range is from $47,659 (exclusive of oncosts) to $52,185 (exclusive of oncosts). Operational paraprofessionals (generalist and specialist) will commence at level 1 of the respective salary scale and will progress to the next salary level after the equivalent of 12 months satisfactory service. Different cost calculations between the National Partnerships A Centre for Excellence school (which will operate for a two year period) will be allocated the equivalent of one full time paraprofessional (in addition to a Highly Accomplished Teacher) to

Employment of Paraprofessionals in NSW Government Schools Guidelines 8

support schools to achieve the intended outcomes of the National Partnership on Improving Teacher Quality. The school will be able to determine whether this is to be an educational or an operational paraprofessional. Alternatively, schools may decide to employ a mix of educational and operational paraprofessionals to best support the educational needs of their school. The salary component for this position (i.e. salary and oncosts) is paid centrally. A Centre for Excellence school will need to budget for the professional learning of paraprofessional staff and travel (if applicable) from the additional allocation of $50,000 per annum they receive under this initiative. Schools identified to participate in the National Partnership on Low SES School Communities (which operate over a four year period) are able to employ one or more paraprofessionals to assist in meeting intended outcomes according to Revised School Plans. The Resource Planning Tool available on the Low SES School Communities website can assist school communities to determine costs associated with employing paraprofessionals. The cost calculated for paraprofessionals using this tool is based on average salary and oncosts of 25.725%. These salary components are paid centrally. Schools will need to plan for travel1budgeting for the employment of a paraprofessional in the National Partnership on Low

(if applicable) and professional learning funds when

SES School Communities. 8. Expression of Interest process Applicants will apply for the paraprofessional positions through an expression of interest (EOI) process to attract both internal and external applicants. Expressions of interest may be from within the school or from the surrounding cluster of schools and beyond school communities. 9. Applicants for paraprofessional roles Educational paraprofessionals Educational paraprofessionals could include:

• highly achieving school administrative and support staff members, including Aboriginal education officers, who are seeking career development towards teaching

• current students in teacher education courses with the capacity to combine employment with their study commitments

• community members who hold a teaching qualification but are not currently teaching • community members with relevant skills in education or human services.

Applicants for educational paraprofessional roles will be required to provide evidence of their prerequisite qualification/s (or evidence of enrolment in prerequisite qualification/s) with their expression of interest for the position.

1 Paraprofessional positions shared across two or more schools need to allocate a base school from which to calculate kilometres. Refer to section 6 Conditions of employment for details about motor vehicle allowance for educational paraprofessionals and operational paraprofessionals.

Employment of Paraprofessionals in NSW Government Schools Guidelines 9

Schools are strongly encouraged to use a range of methods to promote educational paraprofessional positions particularly when trying to attract community members. Schools could let community members know of the employment opportunity by: promoting the opportunities in the school newsletter and on the school website and using local networks including links with universities and TAFE colleges. Operational paraprofessionals Expressions of interest for the operational paraprofessional positions could come from existing staff, for example a high achieving school administrative and support staff member, or from sources external to the school. It is expected that operational paraprofessionals will have relevant skills, expertise, or experience. Schools are strongly encouraged to use a range of methods to promote operational paraprofessional positions. In addition to the methods described above for educational paraprofessionals, operational paraprofessional positions could be promoted through community groups e.g. local Aboriginal Land Council and Migrant Resource Centres. 10. Selection Panels for expression of interest process The composition of the selection panel for educational paraprofessional positions is:

• Principal (convener) • Another member of the school teaching staff

The composition of the selection panel for operational paraprofessional positions is:

• Principal or nominee (convener) • Another member of the school staff (or school staff from another school)

There needs to be a gender balance on the panel where possible. If the paraprofessional position is designated for Aboriginal people, then the selection panel will need to also include an additional panel member who is a representative of the local NSW Aboriginal Education Consultative Group Inc. if available, or a member of the local Aboriginal community. The principal (or nominee) forms the selection panel for the position and ensures that the principles of merit apply to the selection process. School clusters in the National Partnership on Low SES School Communities seeking to engage more than one paraprofessional of the same type are able to select for those positions through one expression of interest process, so long as the selection criteria are the same. The expression of interest process would be managed by one school in the cluster. Principals are reminded that as an employer the department is governed by child protection and employment legislation. As such principals must ensure that Working with Children Check procedures are followed.

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11. Selection criteria / Statement of duties The selection criteria and statement of duties for the educational paraprofessional position is at Appendix B. The selection criteria and statements of duties for operational paraprofessional positions available to schools to choose from are at Appendix C. They include:

• Classroom teacher support officer • Community engagement officer • Technology learning facilitator • Information management support officer • Professional experience placement officer.

Principals will need to add the additional criteria where relevant i.e. in schools with significant enrolment of Aboriginal students or students with Language Background other than English enrolments. Principals identifying paraprofessional positions for Aboriginal people will need to add “Aboriginality” as a selection criterion. Aboriginality is a genuine occupational qualification and is authorised by section 14 of the Anti-Discrimination Act 1977. Information for panel conveners (and applicants) on the “Aboriginality” selection criterion, including how an applicant should address this criterion in their application and how this criterion can be assessed at interview is available on the department’s Aboriginal Human Resources website. 12. Release, higher duties and backfilling arrangements Where a school administrative and support staff member is selected for a paraprofessional position, then that school administrative and support staff position can be backfilled using existing higher duties arrangements where appropriate or through the existing temporary engagement processes. If the school administrative and support staff member being released is a permanent staff member in the school in which they are working or from another NSW public school, he or she will retain right of return to his/her substantive position for up to two years with the possibility of extension. See section 1.5 of the Non Teaching Staff in Schools Handbook for existing processes for higher duties allowances. The Higher Duties Allowance form is available from the Human Resources Directorate website. The required guidelines and forms for temporary engagements are also available on the Human Resources Directorate website.

Employment of Paraprofessionals in NSW Government Schools Guidelines 11

13. Professional learning for paraprofessionals Paraprofessionals will need to be supported in their new roles through school level induction and orientation programs in accordance with the department’s Professional Learning Policy for Schools 2004 for school staff. Induction and orientation programs should include training in Child Protection issues relating to working with children and young people. Schools in the National Partnership on Low SES School Communities will need to factor in professional learning funds when budgeting for the employment of a paraprofessional position. A Centre for Excellence school will need to budget for the professional learning of paraprofessional staff from the additional allocation of $50,000 per annum they receive under this initiative. Principals are able to use the selection criteria and statement of duties as the starting point for discussion to identify the professional learning needs of paraprofessionals. 14. Teacher training opportunities for paraprofessionals Some paraprofessionals may choose to use this employment as a pathway into training as a teacher. Paraprofessionals interested in this will need to undertake an approved initial teacher education program offered by either NSW or ACT universities or other approved higher education institutions in NSW (delivered through part time external mode). This will ensure that paraprofessionals graduating from teacher education programs are eligible for accreditation upon employment as a teacher in NSW schools. Refer to the NSW Institute of Teachers’ website for more information: http://www.nswteachers.nsw.edu.au/Initial-Teacher-Education.html. The department will make information available to paraprofessionals to consider this pathway. In addition, if a paraprofessional chose to become a mathematics, science or special education teacher or if they are Aboriginal they could apply for a departmental teacher education scholarship. 15. Staff monitoring process Schools in the National Partnership on Low SES School Communities will be required to provide information to assist with tracking of staffing strategies using National Partnership funding. Further information about this process will be published on the Low SES School Communities website at www.lowsesschools.nsw.edu.au including the data collection template. Centre for Excellence schools will use a comparable monitoring process that will be provided directly to schools participating in this initiative by Human Resources Directorate. Monitoring of staffing resources will occur on a semester basis.

Employment of Paraprofessionals in NSW Government Schools Guidelines 12

16. Reporting and evaluation of the National Partnership Reporting and evaluation are cornerstones of the National Partnership Agreements. Schools will be required to demonstrate accountability with transparent planning and reporting and evaluate reforms to refine implementation. Outcomes under the National Partnerships will be reported on in the Revised School Plan and annual report. A consistent evaluation framework will be developed across all the National Partnerships and a national evaluation will be commissioned by the Commonwealth Government. Further advice is being developed regarding reporting and evaluation and will be provided as soon as it is available. 17. State Office contacts Human Resources Policy and Planning Directorate Carmel Senese Senior Manager, Workforce Capability Tel: 9561 8273 Email: carmel.senese@det.nsw.edu.au Diane Wasson Director, Human Resources Policy and Planning Tel: 9561 8428 Email: diane.wasson@det.nsw.edu.au Staffing Services Directorate Margaret Adebiyi Manager School Staffing Programs Tel: 9836 9158 Email: margaret.adebiyi@det.nsw.edu.au National Partnerships website http://www.nationalpartnerships.nsw.edu.au/

Employment of Paraprofessionals in NSW Government Schools Guidelines 13

APPENDICES

Employment of Paraprofessionals in NSW Government Schools Guidelines 14

Appendix A Frequently asked questions and answers

How many paraprofessionals can a school or cluster of schools participating in the National Partnerships employ? There is no limit to the number of paraprofessionals schools can employ, taking into consideration the intended outcomes of the National Partnership as outlined in the Revised School Plan. The capacity to provide appropriate supervision and professional learning, as well as asset resources, also needs to be considered. If my school is not participating in the National Partnerships, can we employ a paraprofessional? No. Schools not participating in the National Partnerships on Improving Teacher Quality and Low SES School Communities cannot employ a paraprofessional. This is to ensure the initiative can be effectively implemented and evaluated during the life of the National Partnerships. What types of prerequisite qualifications are suitable for an educational paraprofessional? Educational paraprofessionals will be required to have either completed Certificate III in Education Support, or equivalent (or be in the process of completing these studies) as a minimum prerequisite requirement. Equivalent studies would be in the field of education or human services. Other suitable qualifications include a Certificate IV in Training and Assessment and approved teacher education courses. Staffing Services Directorate will review the qualifications to ensure their suitability. If an applicant presents with overseas qualifications they should be able to give the principal a letter from National Office of Overseas Skills Recognition (AEI-NOOSR) advising that their overseas qualifications have been deemed comparable to Australian qualifications. Please contact Margaret Adebiyi, Manager School Staffing Programs on margaret.adebiyi@det.nsw.edu.au should clarification of overseas qualifications be needed. Do selection panel members for the expression of interest process have to be trained in merit selection? The principal (or nominee) forms the selection panel for the position and ensures that the principles of merit apply to the selection process. All panel members must be trained in the merit selection procedures. What are the expectations around travel? If a paraprofessional uses their own car at what rate will they need to be reimbursed? Motor vehicle allowance for educational paraprofessionals will be paid in accordance with the Industrial Relations Circular 09/20 Meal, Travel and Related Allowances (Section 4). Refer:

Employment of Paraprofessionals in NSW Government Schools Guidelines 15

https://detwww.det.nsw.edu.au/media/downloads/intranet/lists/directoratesaz/ires/indrel/circulars/irc2009/irc0920.pdf Motor vehicle allowance for operational paraprofessionals will be paid in accordance with the Industrial Relations Circular 09/20 Meal, Travel and Related Allowances (Section 4). Refer: https://detwww.det.nsw.edu.au/media/downloads/intranet/lists/directoratesaz/ires/indrel/circulars/irc2009/irc0920.pdf There is a 1.0FTE allocation in a Centre for Excellence; can this allocation be spilt so as to employ an educational paraprofessional part of the time and an operational paraprofessional for the other part of the time? Yes. The paraprofessional position for a Centre for Excellence can be organised to best support the educational needs of the Centre for Excellence cluster of schools and can be a mix of both educational and operational paraprofessional roles. The position cannot exceed 1.0 FTE. Who determines the priorities of paraprofessionals who are supporting a) more than one teacher? The working arrangements for paraprofessionals will be determined at the school level by negotiation between the principal, teachers to be involved and the paraprofessional. In determining the priorities of a paraprofessional, the school should consider the:

• intended outcomes of the National Partnership as outlined in the Revised School Plan;

• number of teachers in the school to be supported by the paraprofessional position; and

• extent of support required by teacher(s). b) more than one school? Should schools choose to use a paraprofessional across more than one school; the paraprofessional’s role will need to be negotiated between the principals of the cluster of schools employing the paraprofessional(s). The principals, in conjunction with the paraprofessional(s), will determine the number and location of teachers to be supported in the schools by the paraprofessional(s) and the development of an agreed timetable and strategies for the provision of support for the paraprofessional(s). These negotiations will consider the intended outcomes of the National Partnership as outlined in the Revised School Plan.

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Are educational paraprofessionals able to do playground supervision? Yes, provided there is a qualified teacher available during playground duty an educational paraprofessional may also undertake playground supervision. Where can I go to find out more about the National Partnerships? Go to the National Partnerships website at http://www.nationalpartnerships.nsw.edu.au/. This site contains information and resources about New South Wales' participation in the Smarter Schools National Partnerships. New South Wales' Implementation Plan is available online. Further information will published on the site as the implementation of the National Partnerships gets underway in our public schools.

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Appendix B

Directorate/District

Title

Educational Paraprofessional

Classification Salary range from $46,284* to $51,927* (exclusive of

oncosts).*Note: Salary rates effective from 8.1.10 Position Number

Brief Role Statement Educational paraprofessionals will work under the guidance

and supervision of teachers (as delegated by the principal) to assist, support and work closely with teachers in the classroom to improve student learning outcomes (Note: the classroom teacher has ultimate responsibility for the design, implementation and assessment of learning programs)

Selection Criteria Understanding of child and adolescent development, student

learning and the operations of NSW public schools Excellent capacity to relate well to children and young people and understanding of the practical skills needed to work in classrooms Capacity to work as part of an education team under the direction and supervision of teaching staff to assist in implementing activities aimed at improving the learning outcomes of students Well developed communication and interpersonal skills and the ability to cooperate with teachers to assist in developing and implementing programs to make a positive contribution to a diverse school community Strong organisational skills and ability to prioritise work consistent with the educational objectives determined by teaching staff

Statement of duties

Under the direction and guidance of teaching staff educational paraprofessionals will: Facilitate small group and one to one interventions to reinforce learning concepts introduced by the classroom teacher as part of a personalised approach to learning Work with the teacher to support quality learning in the classroom, including literacy and numeracy programs Assist with planning and implementing learning strategies with the classroom teacher Assist in researching appropriate ICT-based learning materials, software and systems for classroom use and assist students to use such materials

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Assist teachers to implement assessment templates or activities Assist in planning and preparing the learning environment, including preparing needed materials, supplies and technologies Assist in gathering and recording relevant data to support the monitoring, assessment and reporting of students’ learning Gather educational research to support teachers to investigate effective practices that improve student learning outcomes Support teachers in relation to parent teacher meetings concerning students’ progress and or community related activities as required by the teacher Provide extra assistance to students from linguistically diverse backgrounds, students with special needs, students with disabilities, and Aboriginal students Perform other related duties as required by the principal

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Appendix C Directorate/District

Title

Operational Paraprofessional – Classroom Teacher Support Officer

Classification Salary range from $42 631 to $46 346 (exclusive of oncosts) Position Number

Brief Role Statement Responsible to the principal for providing high quality support

to classroom teachers to complete educational support tasks, allowing teachers to focus on student learning

Selection Criteria

Ability to relate well to students Capacity to work as part of a team Effective communication, organisational and interpersonal skills Demonstrated experience in the use of computer software applications and office based equipment Ability to maintain teaching and learning records and administrative systems

Statement of duties

Prepare classroom as directed for activities/lessons Prepare, maintain, organise and monitor resources and equipment Assist the teacher to source curriculum support materials Assist the teacher to organise school excursions and incursions Set up classroom displays which support student engagement Record student assessment results Provide clerical/administrative classroom support such as photocopying, scanning files, word processing Perform other related duties as required by the principal

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Directorate/District

Title

Operational Paraprofessional – Community Engagement Officer

Classification Salary range from $47 659 to $52 185 (exclusive of oncosts) Position Number

Brief Role Statement Responsible to the principal for assisting in developing effective

home, school and community partnerships to enhance student achievement as well as to improve students’ transition rates to further education and employment

Selection Criteria

Ability to relate well to families, students and other community members Understanding of the values and beliefs of the school and the nature of the school community Capacity to work as part of a team Excellent communication and liaison skills Effective organisational skills and an ability to prioritise own work Demonstrated experience in working within family and community environments

Statement of duties

Establish and maintain effective partnerships between the home, school and community Work collaboratively with school staff to support effective communication between home, school and community Liaise with families and school communities to discuss school programs to better understand students’ learning Assist to develop and maintain links across transition points from pre-school to Year 12, further education and employment Identify issues impacting on the local community and resources available in the community that could be shared to support the school Develop and implement community based initiatives that provide benefits to the school and the community Refer family and community concerns to the principal Perform other related duties as required by the principal

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Directorate/District

Title

Operational Paraprofessional - Technology Learning Facilitator

Classification Salary range from $47 659 to $52 185 (exclusive of oncosts) Position Number

Brief Role Statement Responsible to the principal for supporting teachers to

facilitate the use of technology and connected learning for classroom and student related school activities

Selection Criteria

Ability to relate well to students Capacity to work as part of a team supporting teachers to meet the learning needs of students Excellent communication and interpersonal skills Demonstrated effective organisational skills and an ability to prioritise own work Demonstrated experience in working with technology (e.g. digital cameras and video conferencing) and computer software applications

Statement of duties

Assist teachers to plan and prepare educational technology needed for lessons and/or school activities e.g. set up video recording equipment and interactive whiteboards Facilitate Connected Classrooms and connected learning activities and assist teachers to utilise the Connected Classroom environment and connected learning activities Assist to develop strategies to support the implementation of educational technology in the classroom Develop and maintain school manuals and support materials for the use of technology and connected learning Collect, collate and maintain data relating to student consent forms to photograph, film, record etc Perform other related duties as required by the principal

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Directorate/District

Title

Operational Paraprofessional - Information Management Support Officer

Classification Salary range from $47 659 to $52 185 (exclusive of oncosts) Position Number Brief Role Statement Responsible to the principal to assist in the development and

implementation of school data management systems to support “teacher” teams to: • undertake school planning processes; and • use student data to inform teaching and learning

activities Selection Criteria

Ability to relate well to students Capacity to work as part of a team supporting teachers to meet the learning needs of students Excellent communication and interpersonal skills Demonstrated effective organisational skills and an ability to prioritise own work Demonstrated experience in working with computer software applications Capacity to contribute to school planning processes Capacity to assist with the development and implementation of school information management systems

Statement of duties

Support school teams to analyse data to develop strategic school plans to focus on improving student learning outcomes Coordinate school planning, evaluation and reporting activities Create and maintain spreadsheets and databases Coordinate, gather and collate: • data requested by teachers for use in curriculum planning • information for inclusion in teaching programs and student

reports • data across school teaching and learning programs

Assist teachers to download data reports e.g. SMART data reports Perform other related duties as required by the principal

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Directorate/District

Title

Operational Paraprofessional - Professional Experience Placement Officer

Classification Salary range from $47 659 to $52 185 (exclusive of oncosts) Position Number

Brief Role Statement Responsible to the principal for assisting to strengthen

partnerships between the school and universities and assist with school coordination of professional experience placements for teacher education students

Selection Criteria

Ability to relate well to students Capacity to work as part of a team to support the work of school staff Ability to support the development of effective school and university partnerships to improve placement programs Excellent communication, organisational, liaison and networking skills Ability to meet deadlines and operate within tight timeframes Proficiency in the use of computer software applications and office based equipment

Statement of duties

Work collaboratively with school and university staff to support the design and implementation of a highly effective professional experience placement program Communicate with universities about the placement program Assist to develop and distribute communications for school staff about the placement program Develop school manuals and support materials for the placement program Liaise with supervising teachers concerning administrative matters relating to the placement program and resolve issues where appropriate Contribute to the monitoring and reviewing of the placement program in the school Perform other related duties as required by the principal

24

Appendix D

Low SES School Communities National Partnership Centre for Excellence Schools

Expression of interest for position of Educational Paraprofessional Short listing sheet

Applicant ID (if

applicable)

Applicant name

Selection Criteria

Stated Qualification

Studies

Completed

Interview Yes/No

1 2 3 4 5 6 7

The short listing sheet must be signed by ALL members of the panel. The short listing process is the most important step in providing all applicants with an equal and fair opportunity for selection. It is therefore important that all members of the panel be involved in the short listing process and in particular has sited candidates’ qualifications as recorded above. I am aware of the correct procedures for short listing applicants and certify that these procedures have been followed: Convener ___________________ Staff member _____________________ Special interest member ________________ signature & date signature & date (if applicable) signature & date Staffing decision __________ Return to: Margaret.Adebiyi@det.nsw.edu.au