Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Gippsland - East Gippsland
Reference: 1497086
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.
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
Lucknow Primary School is located in the Eastwood estate of Bairnsdale, East Gippsland Victoria.
Bairnsdale is the gateway to the natural beauties of East Gippsland and is set on the banks of the Mitchell River, 285 kilometers east of Melbourne.
Lucknow Primary School was established in 1873 and moved from Great Alpine Rd Lucknow to its current site at Balmoral Crescent Eastwood, in 2003.
The move to the new site north of The Great Alpine Rd was in response to the growing development of Eastwood and the need for expanded school grounds and facilities.
The building of the new school coincided with significant growth in student numbers.
The current school enrolment is 542.
The school¿s motto ¿Proud Past - Exciting Future¿ encapsulates how the school community welcomes and embraces future challenges in the context of its rich traditions.
Our school vision is to provide a ¿welcoming community which values learning through shared responsibility¿ and to ¿develop a caring environment in which we nurture confident, creative and resilient individuals who aspire to be the best they can¿.
At Lucknow PS we use a School Wide Positive Behaviour Support (SWPBS) approach to teach and emphasis our school values of Respect, Inclusiveness and Resilience.
SWPBS focuses on teaching and reinforcing positive behaviours to build a safe, supportive and positive learning environment.
Our purpose is to inspire children to achieve their full potential by developing:
We currently have 24 classrooms and specialist classes in Physical Education, Visual Arts, Music & Culture, Library and Outdoor Education.
Student learning is based on four critical questions:
Teachers are accountable for students¿ learning and achievement.
Learning is developmental and sequential.
Learning is teacher directed.
Teaching is explicit.
Students are increasingly responsible for the application of their learning
Students are assisted to regularly reflect on their own learning.
Parents¿ Club and School Council represent the school families and are highly active in raising funds for our students and providing community based decision making processes.
Every week ¿Special Friend¿ volunteers come into the school to work with individual children in areas of agreed interest, whether it is social, recreational or academic.
The welfare of students, staff and parents is an underlying consideration in everything that is done. Our school believes that people are the most important resource and that all have something to offer.
There is a strong emphasis on professional development and coaching is an integral part of professional practice.
The future curriculum directions of our school will be consistent with our priorities with an emphasis on building professional capacity through ongoing reflection of practice informed by student learning outcomes and a sound knowledge and understanding of learning theory. The consolidation and future planned development of the site and facilities will continue to be a priority.