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: 1527418
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
Westbreen Primary School, situated in the northern suburbs on the border of Pascoe Vale and Glenroy, has provided education to the local community since being established in 1923. Westbreen¿s core purpose is to offer a caring learning environment for all students. Students are proud of their environment; they recognise responsibility for their learning and are actively involved in the life of the school. Enrolments are primarily drawn from the Glenroy and Pascoe Vale suburbs. The learning environment is situated in spacious, well-maintained grounds, providing for a wholistic positive learning environment. The spacious grounds contain an oval, two basketball/netball courts, a number of bat tennis courts and three playground areas. Many native trees and purpose-built shade areas provide protected areas.
The school has a student population of 415 and the Student Family Occupation Education index is .29, with a Student Family Occupation index of .2975. This places the school in the "Low - Medium" band.
Staff at Westbreen Primary work collaboratively in Professional Learning Communities (PLCs) to provide learning programs in accordance with the Victorian Curriculum. The Early Years (Foundation - Year 2) program is supported by the Victorian Early Years Learning and Development Framework. Instructional models are used to support program planning, to inform conversations and to guide the observation, critique, and reflection of classroom practice. We strive to develop all students¿ capacity as learners through our commitment to teaching excellence and differentiating the curriculum to cater for the special abilities and needs of our students.
At Westbreen, all students are valued, and differences are accepted within a supportive school environment, which promotes self-esteem, fosters participation, and provides tools to explore their learning. At Westbreen Primary, there is a strong belief that true learning must be relevant, meaningful, and rigorous for all students. Westbreen Primary School is continually evaluating student and school needs and planning future developments. It is dedicated to delivering excellence in the curriculum and providing the best education for our students.
Specialist programs include Italian, Performing Arts (Music/Drama), Visual Arts, Science, and Physical Education. The school also implements weekly Rights, Resilience & Respectful Relationships lessons and an Intervention program - providing intervention and enrichment opportunities for all students. Information Communication Technology (ICT) enhances learning, motivation, and engagement.
Community members are an integral part of the school's educational program, supporting students, participating in areas of the curriculum including classroom helpers, maintenance of facilities, and fundraising activities. The community benefits from the experience of parents and links with local community. The school has an active Parents and Friends Committee who are committed to providing students, and their families, with whole school engagement activities.
With the implementation of our Strategic Plan, supported by our Annual Implementation Plan's, which focus on teaching and learning; building teacher capacity and accountability (in terms of assessment and data collection), regular support and feedback on planning, in class observations and reciprocal teaching, we can ensure that all staff have a shared vision and contextualise their teaching practices leading to improved performance outcomes for all students.