Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1543778
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.
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
Established in 1930, Ivanhoe East Primary School (IEPS) is a vibrant and highly regarded school with a proud history, strong traditions and a clear focus on preparing students for the future.
With approximately 468 students across 21 classes, IEPS is supported by a highly professional and collaborative team of teachers and education support staff. We are committed to providing a safe, inclusive and stimulating environment where every student is known, valued, supported and challenged to achieve their potential.
Teaching and LearningIEPS has a strong commitment to high-quality, evidence-informed teaching and learning growth for every student. Teachers work collaboratively in professional learning teams to plan, assess and evaluate learning programs, using student achievement data and assessment evidence to identify needs, monitor progress and inform differentiated teaching.
Our current improvement priorities include strengthening explicit teaching practices, phonics, writing and numeracy, alongside the continued development of data-informed and differentiated teaching. We are aligning our curriculum and instructional approaches with the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) and Victorian Curriculum 2.0, including Mathematics 2.0.
Strong literacy and numeracy outcomes are complemented by learning experiences that develop students¿ critical thinking, creativity, problem-solving, collaboration, communication and independence.
Wellbeing and BelongingWe believe students learn best when they feel safe, connected and valued. Our approach to wellbeing focuses on positive relationships, inclusion, student voice and agency, and the development of social and emotional capabilities.
Our four core values ¿ Curiosity, Resilience, Respect and Friendship ¿ underpin our relationships and contribute to a positive and connected school culture. Students are encouraged to take increasing responsibility for their learning, develop resilience and view challenges as opportunities to learn and grow.
Our Community and Learning EnvironmentIEPS provides a broad learning program including camps, excursions, interschool sport, swimming, student leadership, performing arts and a range of enrichment opportunities. Our Specialist Program includes Art, Physical Education, Music and French.
Students and staff benefit from outstanding facilities including contemporary learning spaces, a full-sized stadium, well-resourced library, music facilities, the SPACE Centre performing arts facility, basketball and netball courts, synthetic oval, landscaped gardens and a range of outdoor learning and play spaces.
A defining strength of IEPS is our strong sense of community. We value genuine partnerships between students, staff and families and maintain strong connections with local early childhood services, schools, tertiary institutions, local government, community organisations and local businesses.
Our Staff and Professional CultureWe value our staff and recognise that quality teaching is strengthened through collaboration, professional learning and shared responsibility. Staff are supported to develop their professional knowledge, reflect on their practice, share ideas and work collectively to improve outcomes for students.
We are seeking staff who hold high expectations, build strong relationships, embrace evidence-informed practice, contribute positively to collaborative teams and are committed to continuous professional growth.
At IEPS, we believe every student can learn, every student can grow, and every staff member has an important role to play in making this happen.
APPLICANTSPlease include your name in the title of all attachments and, where possible, combine your application responses into one document.