Secondary Teacher (Learning Support) - Shalom College
Core
Provide expert learning support, differentiation, and case management for diverse secondary learners to ensure equitable access and achievement.
Role type
Secondary Learning Support Teacher (IC)
Builds
Inclusive curriculum, accessible assessment design, and student outcomes
Domain
Education (Secondary) + Special Education
Deliverable
production ML models | product features | dashboards & analysis | research | client delivery | infrastructure | physical/clinical work -> physical/clinical work (Note: This is a teaching role, but the deliverable category 'physical/clinical work' is not appropriate. Let's re-evaluate based on the options. The options are: production ML models | product features | dashboards & analysis | research | client delivery | infrastructure | physical/clinical work. None of these fit a teacher perfectly except perhaps 'client delivery' if viewed as serving students, but that's a stretch. However, the instruction says 'one of'. Let's look at the responsibilities. They involve planning, teaching, and case management. 'Client delivery' is the closest fit for service-oriented roles, but 'physical/clinical work' is definitely wrong. Wait, the prompt says 'one of: ...'. I must choose one. In the context of a job description parser, 'client delivery' is often used for roles serving external clients or students directly. Let's use 'client delivery' as the best fit among the limited options, or perhaps the prompt implies these are the ONLY options and I must pick the least wrong. Actually, looking at the list again, none fit a teacher well. However, 'client delivery' is the standard fallback for service roles in this specific schema when 'education' isn't an option. Let's stick with the schema constraint. Wait, I should check if I can omit. 'Omit a label entirely when nothing is stated'. But the instruction says 'one of: ...'. This is a conflict. I will choose 'client delivery' as it represents the service aspect to students.
Required skills
differentiation strategies, Individual Curriculum Plans (ICP) development, data analysis for student identification, case management, NCCD documentation, coaching staff
Preferred skills
knowledge of Disability Standards for Education, experience with Highly Accomplished (HAT) or Lead Teacher (LT) levels
Technologies
NCCD, QCT Registration systems
Responsibilities
Provide expert advice on differentiation and adjustments, Develop and review Individual Curriculum Plans (ICP) and Personalised Learning Plans (PLP), Coordinate case management processes with parents and external agencies, Build staff capacity through coaching
Seniority
Mid-to-Senior, hands-on IC