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: 1538106
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
Eltham Primary School (EPS) is located approximately 20klm north-east of Melbourne within Nillumbik Shire Council. In an area inhabited for thousands of years by the Wurundjeri-willam clan of the Woi-wurrung speaking people, our school is surrounded by the artist colony, Montsalvat, Diamond Valley Railway, walking tracks, parks, reserves and established areas. Our school was founded in 1855 and has seen more than 6,000 students graduate from primary school over the last 169 years. We currently operate 12 classes from Foundation to Year 6. Enrolments in recent years have ranged between 260 to 300 students. Our specialist programs include Visual Arts, Indonesian, Science, and Physical Education. We also have additional program offerings in Instrumental Music, Choir and Stephanie Alexander Kitchen Garden.
Our school implements School Wide Positive Behaviour Support (SWPBS) with the assistance of a dedicated Mental Health & Wellbeing Leader. EPS is a Respectful Relationships school. We welcome and include the rich diversity of beliefs, cultures, abilities, identities and family make-ups that are part of our school community. We value and appreciate the contributions that everyone makes to Eltham Primary School. Our staff are trained in evidence-based, inclusive practices supporting neurodivergent students, assisted by a Disability Inclusion Leader and whole-school wellbeing team.
Cultivating positive relationships as the foundation for learning, our teachers incorporate evidence-based, inclusive and engaging teaching and learning practices to meet the needs of each individual student. At Eltham Primary School we practice a social-constructivist approach to learning, where students collaboratively co-construct new knowledge and skills through explicit learning intentions and success criteria. We believe and practice a growth mindset for all in our school, where development rather than achievement is the focus. Learning should always be a challenge, with success both hard earned and celebrate.
We believe that the best student outcomes are achieved from collaboration among families, teachers and students work together towards shared goals. Our smaller size, and emphasis on relationships foster a community atmosphere, promoting a sense of belonging for students, families and staff.