Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1495430
Sunbury West Primary School is located approximately 42 km from Melbourne, situated among well established and developing residential areas. In 2021, the school celebrated its 50th Year Anniversary, providing quality education to the children of Sunbury since 1971.
The school's vision states, 'In the safe, caring and stimulating environment of Sunbury West Primary School, each child is given the opportunity and encouragement to strive towards their maximum potential as a confident individual and responsible member of society.
The school's motto is, 'Together We Learn. Together We Grow'.
Sunbury West Primary School strives for social, emotional, and educational excellence in an environment where children of all ages mix cooperatively. The school encourages staff, students and parents to value diversity, promote inclusion, and the development of individual strengths and talents. Skilled, enthusiastic, and committed staff use a range of innovative and evidence based teaching practices that reflect current education initiatives. This provides the best possible learning environment, whilst considering the individual needs and multiple entry points of all students.
Sunbury West has a current enrolment of 230 students from Foundation to Year 6. Our staffing consists of 2 Principal Class officers, 12.6 EFT teachers and 4.19 ES Staff. The school operates 10 classrooms, with all classes being organized into composite groupings except for Foundation level. In the 2020 State Budget, Sunbury West received Capital Works Funding to the value of $10.497 million. In 2022, construction commenced to fully upgrade the school with state-of-the-art indoor and outdoor facilities. The school maintains refurbished facilities including the gym and Out of School Hours Care setting as part of this.
Our teaching teams work closely together as Professional Learning Communities to plan for continuity of practice within teams and across the school. Teaching and learning programs are tailored to meet the distinct learning needs of all students with a strong emphasis on Literacy and Numeracy. We use an inquiry approach to our integrated curriculum, promoting voice and agency as students help to shape the curriculum and experiences relative to their stage of learning.
Our skilled teaching teams are committed to lifelong learning and the school places great importance in ongoing professional learning at every stage of their careers.
Our core curriculum is further complemented by programs in the areas of Visual Arts, Physical Education, STEM (Science, Technology, Engineering, Mathematics) and Japanese. Performing Arts is available via outsourced dance programs and the Wakakirri Performing Arts Story Challenge. The school also promotes 21st Century learning through its Digital Literacy Program and access to laptops, iPADs and smart TVs in all areas of the school. Students in Years 3 ¿ 6 are able to opt in to a BYO iPAD program.
Our school has continued to offer many opportunities designed to assist children in developing connectedness with each other and build resilience and self-esteem. Examples of these are: Junior School Council, House / Vice Captains, Student of the Week, Buddies and Peer Support Programs, House Mates Program, School Performances, Art displays and Sporting Opportunities. Extra-curricular activities such as camps, instrumental programs, incursions, and excursions complement our core curriculum. Each of these offer our children a chance to participate at a level of confidence and interest and provides them with a sense of accomplishment and achievement over time. Parents as partners in education are also highly valued with many parents supporting programs and school activities.
Student wellbeing is of paramount importance and the school adopts School Wide Positive Behaviours in its approach to Student Engagement, Wellbeing and Behaviour Management. In 2021 Sunbury West became a Resilience, Rights and Respectful Relationships lead school promoting personal strengths, social competency, and emotional literacy. This is further complemented by the school¿s participation in The Resilience Project.
Wellbeing is further supported via the National Schools Wellbeing Program. Sunbury West currently has a Chaplain on site two days a week to work with individual students, run wellbeing programs and support families. A Mental Health in Schools leader is also employed in a 0.6 capacity and is instrumental in fostering a whole school community approach to wellbeing.
Our practices are well documented to ensure understanding and clarity in relation to expectations. Our school values are defined by our commitment `To Strive¿, To Respect¿, To Belong¿, and underpin our daily interactions and practices at our school.
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.
[Attendance requirement for this position]
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.
Responsibilities may include:
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.