Secondary Learning Support Teacher — Empower Student Success

Brighton Grammar School

City of Melbourne

On-site

AUD 70,000 - 90,000

Full time

7 days ago
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Job summary

Brighton Grammar School in Melbourne is seeking an experienced Learning Support Teacher to join the Secondary School team on a full-time, ongoing basis, commencing Term 1, 2027.

You will support students with identified learning needs to access the curriculum, collaborate with class teachers and heads of house, and contribute to study clubs, assessment provisions and personalised learning plans.

Qualifications

  • Qualifications in Education and postgraduate studies in Special Education with VIT registration.
  • Experience supporting VCE English students is desirable.
  • Commitment to teamwork and helping students with diverse needs.
  • Experience developing individual learning plans for students with disabilities.
  • Ability to support teachers in meeting students' learning needs.
  • Strong interpersonal relationships with students, parents and staff.
  • Recent classroom teaching experience desirable.

Responsibilities

  • Run study clubs and provide assessment provisions.
  • Support students with identified learning needs to access the curriculum.
  • Collaborate with the Learning Support team and Heads of House.
  • Liaise with teachers to support students' learning.
  • Develop and maintain individual learning plans.

Skills

Interpersonal skills
Teamwork
Learning support
Individual learning plans
Special needs support

Education

Qualifications in Education with Special Education postgraduate studies and VIT registration

Job description

Brighton Grammar School in Melbourne is seeking an experienced Learning Support Teacher to join the Secondary School team on a full-time, ongoing basis, commencing Term 1, 2027.

You will support students with identified learning needs to access the curriculum, collaborate with class teachers and heads of house, and contribute to study clubs, assessment provisions and personalised learning plans.

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