BALLARAT CLARENDON COLLEGE - DIFFERENT BY DESIGN

Ballarat Clarendon College is different by design. Clarendon’s knowledge-rich and sequenced curriculum, its commitment to explicit teaching, approach to the structure of lessons, classroom management and data analysis makes it different from other schools - deliberately so.
At Clarendon, we believe that learning should not be a lottery. Students should never feel ‘lucky’ to have one teacher but ‘unlucky’ to be taught by another. If a teacher is supporting and progressing their students through a nuanced approach to a topic, a particular sequence of tasks, a more effective explanation or a striking analogy that illuminates a complex concept, then all teachers should know about and use those same methods. Everyone wants to get better.
We believe that all students deserve the best curriculum we can offer - one that draws from the research evidence that points to the effectiveness of a knowledge-rich curriculum, explicitly taught.
And this is what drives Clarendon’s approach to common planning, to developing a high-quality curriculum that contributes to better learning opportunities for students and for staff.
The approach that we take is not that same as other schools that pursue different pathways towards excellence, but it is what we do.
Clarendon’s commitment to professional learning - using research-based best practice to get better - ensures that our teachers, working closely with and learning from their colleagues, strive, thrive and achieve.
We are about learning. That might sound obvious for a school. Yet, to us, everything is an opportunity for learning - every interaction, every game, every performance, every calculation or paragraph. We are as much about teacher learning as we are about student learning.
And who would not be up for that? Who would not want to get better all the time?
Clarendon is not like other schools. Deliberately so. We are daring and we are intentionally and purposefully different.
If Clarendon sounds like the type of school that you’d like to be a part of, we’re keen to meet with you.

POSITION OVERVIEW

All students can learn and make progress. Data is used to identify students who need support in the key foundational areas of literacy and numeracy to make progress. Progress Support assistants report to Head of Progress Support and operate under the general direction of the Junior School Progress Support teacher. The role also requires interaction with literacy and numeracy teachers from Prep to Year 4. Discretion and confidentiality about students are essential.

• Accurately complete short assessments that generate data on student progress.
• Implement Progress Support programs with individual students and small groups. These programs include Direct Instruction programs which cover writing, reading, spelling and mathematics. In addition, other programs are also implemented to meet the student at their point of need.
• Ensure that the fidelity of programs is maintained by adhering to the agreed processes.
• Work alongside students within the classroom setting, providing corrective feedback and further opportunity for practice and mastery of classroom work.
• Assess students using prescribed benchmark and progress checks.
• Assess students at the beginning and end of the Progress Support programs using standardised tools such as the DIBELS, Acadience Math, OxEd Lang Screen, etc.
• Provide the Junior School Progress Support teacher with feedback on student progress, effectiveness of the implementation of programs, student engagement and development and mastery of routines.
• Communicate with students in terms of what they have mastered and what their next step is for each lesson.
• Adhere to the timetable developed by Junior School Progress Support teacher which may include moving between campuses.
• Be able to check emails regularly to keep up-to-date with Clarendon communications as well as any communications from Junior School Progress Support teacher.
• Respond electronically to Junior School Progress Support teacher to requests about programs, student progress, etc.
• Follow the Progress Support routines, student expectations and consistent consequences as set out in documentation.