Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1520652
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 manage 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 - including excellent computer skills with Microsoft Office suite, CASES21, Compass and AIMS.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area - preparation of reports, data collection, MAZE reports and Cenus preparation
SC6 Demonstrated ability to effectively use Compass and CASES21/AIMS to support school administrative functions, including asset management, contractors, OHS and creditor payments.
SC7 The ability to provide first aid support to students - experienced in managing anaphylaxis, asthma and other serious conditions
[Attendance requirement for this position]
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
McKinnon Primary School is recognised for high academic standards and outstanding achievements for all students in an inclusive environment. We are committed to developing internationally minded learners in a safe and nurturing environment. Students are empowered to develop 21st-century skills and attitudes that develop respect, compassion, caring, and understanding for their role as global citizens. We challenge our students to achieve their potential with supportive staff and parents whose enthusiastic effort continues to ensure the provision of the best possible outcomes and learning environment for all.
The curriculum framework at McKinnon Primary School reflects the Victorian Curriculum requirements and the International Baccalaureate Primary Years Programme framework. As an International Baccalaureate (IB) school, McKinnon Primary School¿s values are aligned with the guiding principles outlined in the IB Learner Profile. The IB Profile represents 10 attributes that support guiding individuals and groups to become more responsible members of local, national and global communities. As learners, we strive to be: Caring, Open-Minded, Courageous, Thinkers, Inquirers, Reflective, Knowledgeable, Principled, Communicators, and Balanced.
Our "Be Expectations" also support student learning and behaviour - Be Caring, Be Safe, Be a Learner and Be Respectful. The school community is culturally diverse, with a very high percentage of families with a language background other than English. We celebrate that we are a multicultural community. Parents are actively involved in all aspects of school life, whether it be the School Council, the Parents' Club, classroom helpers, fundraising or social activities. A learning partnership is established between the teacher, parent and student, three-way and Student-led conferences are conducted regularly throughout the year to reflect on learning achievement and develop future goals.
We have a highly collaborative staff. Our teachers work in teams at each year level, prioritising non-face-to-face time for collaboration. Teachers design learning tasks based on student data and focus on the growth and development of all students. We have a continuous approach to assessment and reporting, and report to parents several times throughout the year via learning tasks, semester reports, three-way conferences, and Parent Interviews. Our school leadership team works directly with teams to ensure they are supported with professional development via coaching, professional learning sessions, and PLC teams.
McKinnon Primary School prides itself on supporting staff to regularly access professional learning and development to ensure that teaching, learning, and well-being continually improve for our students.
Our school grounds are located on two sites, separated by Tucker Road. They include the main two-storey historic building housing classrooms, administration, the staffroom, and first aid; the Learning Centre and classroom pods; a canteen facility; a bike shed and gymnasium; and 20 portable classrooms across the two sites. The grounds are surrounded by playground spaces, stimulating play equipment, and a synthetic turf oval.
McKinnon Primary School has an approximate student population of 800. The staffing structure includes 3 Principal Class Officers (1 Principal, 2 Assistant Principals), 1 Leading Teacher, 4 Learning Specialists, 35 classroom teachers, and 9 specialist teachers. A strong educational support team includes literacy intervention, English as a Second Language (EAL), an admin team, and a first aid officer.
We are looking for a highly motivated staff member with a capacity for further professional and personal growth. The person would need the qualities to work collaboratively with staff, students and parents to fulfil our school vision. We welcome your application if you believe you can meet our expectations. Please include both your CV and selection criteria in one document