<p>St Clare's High School, Taree is seeking a&nbsp;Permanent Full Time&nbsp;Leader of Learning - Learning Support&nbsp;to join the team January 2025.<br><br>St Clare's was established in 1971 as a systemic, coeducational, regional high school catering for students from Taree, Forster/Tuncurry, Wingham, Bulahdelah, Krambach/Nabiac and Gloucester parishes.<br>It continues a tradition of quality secondary education in the Manning/Great Lakes Region which commenced in 1926, at Taree, by the Sisters of St Joseph.&nbsp;<br><br>St Clare’s excellent standing in the local community and its consistently high academic results are directly attributable to the positive relationships staff form with students.<br>Join an inclusive and well-rounded High School educating students in Manning Valley area.<br><br><br><br><a href="https://diocesemn.azurewebsites.net/media/6685/position_description_-_cso_-_leader_of_learning_support_and-learning_support_coordinator.pdf"><strong>POSITION DESCRIPTION</strong></a><br><br>The Leader of Learning Support / Learning Support Coordinator (K-6/7-12) in a Catholic school has a unique role to play and is assigned with the task of ensuring each child has the opportunity to grow both academically and spiritually and to live a purposeful life. Examples of responsibilities of the Learning Support Teacher include, but are not limited to, the following:&nbsp;<br>&nbsp;</p><ul><li>supervise the work of personnel in the Learning Support faculty/team.<br>&nbsp;</li><li>assist with the identification of students with special educational needs, consult and collaborate with parents, colleagues, CSO personnel and external providers, and facilitate referral and assessment procedures with Catholic Schools Office Student Support staff.<br>&nbsp;</li><li>deliver intervention, teach students, and assist teachers with curriculum differentiation.&nbsp;<br>&nbsp;</li><li>Oversee the design, implementation, and monitoring and review of adjustments, as documented in the Personalised Plan (PP) or Learner Profile (LP), collaborating with class teachers and other relevant personnel.<br>&nbsp;</li><li>work collaboratively with other teachers/educators to ensure that the adjustments developed to support students with disabilities are aligned to school curriculum plans.<br>&nbsp;</li><li>contribute to the provision of staff professional development and parent education programs.<br>&nbsp;</li><li>liaise with relevant schools particularly in relation to transition periods.<br>&nbsp;</li><li>coordinate the preparation of documentation required under legislation in line with privacy, confidentiality, and disability obligations, for example, pre-enrolment / transition documentation, submissions for increased support, etc.<br>&nbsp;</li><li>ensure the collection of evidence to support inclusion in the Nationally Consistent Collection of Data (NCCD).<br>&nbsp;</li><li>support the development of inclusive learning environments.<br>&nbsp;</li><li>manage programs and processes to support students with disability.<br>&nbsp;</li><li>build capacity of teachers and other school staff in the area of Special Education<br>&nbsp;</li></ul>