Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Administration
Location: Melbourne - Western suburbs
Reference: 1486955
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
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
Newport Gardens Primary School¿s vision - `Nurturing Our Future¿ is the underpinning tenacity that enables us to support all students to grow and develop. Our core values of Respect, Responsibility, Excellence and Inclusion form the base of our positive school environment. Through the application of a School Wide Positive Behaviour (SWPBS) culture we focus on improving student achievement and wellbeing as part of an intentional and caring community.
At Newport Gardens Primary School, we firmly believe that we must provide students with opportunities that challenge them to become contributing global citizens, a defined moral compass with strong interpersonal skills. Our school develops students who can communicate, are metacognitive and who can make choices that help to build a better society. Our SWPBS framework is delivered through an explicit teaching program that provides our students with an opportunity to develop, personal confidence and resilience, develop better social skills and contribute to the establishment and maintenance of a caring and supportive school culture.
Newport Gardens Primary School has a zero tolerance of child abuse and we promote and embody child safety. Our vision of Nurturing Our Future supports our focus of including people of all abilities and promotes the cultural safety of individuals from culturally and linguistically diverse backgrounds, including Aboriginal and Torres Strait Islanders.
Our collaborative approach to planning and identifying student need is a core principle of our professional work. All teachers and leaders are supported by a distributed leadership approach which includes principal class roles, Leading Teachers and Learning Specialists and Team Leaders. Our instructional coaching model and unrelenting focus as a `Professional Learning Community¿ enables us to monitor student achievement within and across each team. We place a strong emphasis on English and Mathematics, as well as incorporating ICT across all grade levels. In 2020, specialist subjects include Japanese, Physical Education, Technology, Performing Arts and Visual Art. Students also have the opportunity to participate in instrumental music and a variety of sporting teams a school concert, art show and other school experiences.