Selection Criteria
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.
Role
[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:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
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
Responsibilities may include:
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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.
Child Safe Standards
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
DE Values
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
Location Profile
The school currently has a school population of 86 and is set for growth with rising kinder enrolments. Teachers are FTE of 5.6, 1.2 principal class member and 7.0 Education Support. This school¿s socio-economic band value has been consistently rising over the last years and is currently rated as Medium. Our children benefit from all the advantages of being in a small school, but we maintain many programs and opportunities of much larger schools. Every child Is known to every staff member, and we work collaboratively with families to ensure every child¿s emotional and social well-being and their academic success.
A very full curriculum is available, and specialist areas include the Visual Arts, Performing Arts, School Production, Physical Education, AUSLAN, Reading Intervention, Library, Sensory Motor Program, STEAM and Robotics. We place a high importance on Digital Technologies and ensuring that our students are well positioned to take their places in a technologically advanced global workplace. Each child in 3-6 has a dedicated laptop and iPads and chromebooks are basic tools in the P -2 area. Our students are very active in a range of sporting communities, and we are able to offer students activities such as gymnastics, kayaking, golf, tennis, hockey, archery, cross-country skiing and running, athletics, football, cricket, netball, basketball, volley stars, table tennis, badminton, interschool sports amongst other specialist sports.
Student Voice is very strong with children represented in the School Council and we consult regularly with local community and the Shire of Yarra Ranges on local events. Our school is one of very few in the state that is a Junior Rotary School, and we have community care focus.¿During 20/21 we entered a period of community consultation in revisiting and reframing our school values and added COMPASSION and RESILIENCE to the student and staff selections of RESPECT and PERSONAL BEST. These additions reflected community response to the events of the last two years and has set us up positively for the future. Our School Wide Positive Behaviour focus saw these values promoted in graphic installations around the school and in the development of the student co-constructed Expectations Posters accompanied by an acknowledgement system that allows for whole school achievement celebrations.
Over this period, the work we have invested in setting up the Education Precinct has borne fruit with new families entering the area, and has prompted the school to set up an Early Years Room to facilitate working families with no local access to long day care. This strategy supports families staying in the area for education Birth - Age 6 and offers continuity of care that has created unprecedented smooth transitions for children entering in Prep. Our Playgroup, which has been acknowledged as a 'best practice' playgroup in schools, has supported this process and earned us the 2021 VEYA award for Improving Access and Participation in Early Learning.In 2024 CPS opened an onsite Kindergarten.
Together with our outstanding NAPLAN results - especially in Reading and Numeracy, there is no reason why anyone would need to leave the area for education Birth ¿ Year 6. The tone of the school is caring and gentle as evidenced by student demeanor and there is a real focus on high expectations and excellence.