Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Administration
Location: Melbourne - Northern suburbs
Reference: 1479641
Ivanhoe East Primary School was established in 1930 and strives for excellence in teaching and learning. It is a vibrant school which prides itself on a strong sense of community, student engagement, learning and growth.
There are currently 464 students enrolled at the school in 21 classes. Our students enjoy outstanding facilities including well-appointed learning spaces, a full-sized stadium, a well-resourced library, a music room and performing arts centre in the SPACE Centre. The grounds at IEPS are well-cared for and include the provision of shaded areas, landscaped gardens, play equipment, basketball and netball courts and a synthetic oval.
Students are at the centre of all decisions and are supported in their academic and social and emotional needs. They are treated with respect and care and within an environment based on high expectations. Students are encouraged to be active, co-operative, independent learners who are able to accept increasing responsibility for their own learning. They are encouraged and motivated to develop critical and higher order thinking, decision-making and problem-solving skills.
Our teachers work in collaborative teaching teams and plan their learning program according to the Victorian Curriculum, student needs and interests. While the development of strong literacy and numeracy skills are core to our programs, we recognise the importance of purposeful and engaging learning programs that capitalise on students¿ prior experience and their broader social, emotional and academic needs.
There is a comprehensive learning program beyond the classroom including the camping program for students in Years 4-6, excursions, interschool sport, swimming, student leadership programs and the performing arts. The Specialist Program includes Art, Physical Education, Music and French.
All members of the school community work within an environment founded on high expectations, respect and concern for others and for the school. The IEPS community is based on strong and healthy partnerships of parents, students, staff and the broader community. We work together to ensure that there is a focus on respecting traditions while preparing our students for the future. Many parents are committed to involvement in classroom programs, canteen support, fund-raising, Class Representatives program and governance through membership of School Council and/or one of Councils¿ sub-committees.
Ivanhoe East Primary School also shows a significant commitment to building relationships with the wider community which includes local pre-school centres, Government and non-government primary and post-primary schools, tertiary institutions, municipal council bodies as well as our local traders.
As a highly effective school, we seek continuous improvement through reflective and evaluative practices, monitoring of performance, participative decision-making and high levels of accountability. The staff are valued for their professional contribution to strengthening and enriching the learning community. There is a significant commitment to professional learning to support the growth of teachers for whole school improvement. Staff regularly update their knowledge, skills and expertise through a wide range of professional development activities to ensure that curriculum reflects best practice in learning and teaching.
The school has an unwavering commitment to the school values, which were reviewed in 2019, led by the Principal Advisory Group and the Student Well-being AIP Team. The values fall under the two broad headings of Learning and Belonging and are explained in the following way:
Curiosity is always wanting to learn new things. We ask questions to further our knowledge.
Resilience is persisting through challenging situations. We see challenges as opportunities to learn and grow.
Respect is valuing everyone¿s rights, beliefs and differences. We treat everyone equally.
Friendship is being inclusive and supportive of others. We are kind, empathetic, honest and trustworthy.
APPLICANTS: Please include your name in the title of your attachment/s. If possible, please combine your application responses into one document.
SC1 Demonstrated capacity and the technical knowledge and expertise relevant to the position. Proficiency in Compass and CASES21 would be favourable. Must be proficient in Microsoft Suite.
SC2 Demonstrated capacity to work and collaborate with others in a team environment, as well as prioritise and work independently to fulfill requirements of the role.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area and a commitment to professional learning and growth for self and others.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview