Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1500703
Weeden Heights Primary School is a dynamic student centred, learning community committed to providing exemplary programs in a challenging, vibrant and safe environment. Student¿s Naplan results place us in Victoria's top 20 highest performing government schools. With a strong student wellbeing program, the school¿s values are Respect, Personal Excellence, Collaboration, Curiosity and Creativity feature significantly. Students are empowered and supported to achieve personal excellence and to become lifelong learners and global citizens who make a positive difference to the world in which they live.
The school is located in Vermont South, on a spacious site within a parkland setting and has just completed a $6 million upgrade. The 2025 school enrolment is 156 students, from Prep to Year 6 and students are placed in six grades. Many students come from families who speak English as an additional language, enriching the cultural diversity of the school. While the school has diversity, our SFOE index is 0.1740
school provides a broad education program incorporating the core capabilities with a high priority on digital technologies. The school is one of the first primary schools to have Virtual Reality headsets operating to enhance learning opportunities. Staff implement whole school teaching approaches to ensure that there is consistency for our students and their learning. Our curriculum is differentiated to enable personalised learning to cater for students¿ learning needs and outlined in individualised learning plans for our students. We use an inquiry learning approach and support the use of higher order learning skills. Many extension and enrichment opportunities are provided to our students to enhance their learning.
The Stephanie Alexander Kitchen and Garden Program is a highly valued component of our school¿s science and sustainability approach along with our specialist programs: Visual Arts, Performing Arts, Physical Education, STEAM and the language is French. The students and the parent community also receive support from the school¿s Wellbeing Officer, and the school offers an Outside Hours School Care (OHSC) service. The community appreciates the range of extracurricular activities provided and we have a high level of engagement and participation. These activities foster a strong sense of belonging and encourage the engagement of parents as partners in education.
The school ICT program is well supported with a 1 to 1 Chromebook program in years 3 ¿ 6, TV and interactive whiteboards in each classroom and 3D printers All classes have access to a mobile lab and multi-modal technologies such as i-Pads. The school also has a multimedia studio for green screen work and Apple Macs for editing.
The school buildings are modern, and classrooms are housed under the one roof. The grounds include two separate adventure playgrounds, two sealed basketball and netball courts and an oval. Dedicated learning spaces are provided for Visual Arts, Performing Arts, Languages, Multimedia studio, STEAM, Library, a Stephanie Alexander Kitchen and hall.
We are looking for outstanding, creative and passionate teachers to join our team and be a part of the Weeden Heights PS commitment to our community.
Further information is available from the school's website at:
http://www.weedenheightsps.vic.edu.au/
[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