Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1500249
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.
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.
The responsibilities of this position will be:
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
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Parkdale Secondary College is a zoned school located in the southern suburbs of Melbourne. It has a reputation as being community focused and providing students with a safe, engaging and supportive learning environment where success for each student is paramount. Parkdale Secondary College provides a dynamic and stimulating learning journey. Each student is challenged to grow, develop their potential, become an active learner and be an effective and caring member of the wider community.
The College vision, structure and programs are reflected in the Parkdale Building Block Framework; the Parkdale Principles -¿5Ps¿ - guide student expectations and learning: Punctuality, Preparation, Purpose, Participation and Probity. The College¿s Teaching and Learning framework is shaped by the Melbourne Declaration and enacts the DET and ACARA requirements.
Parkdale provides a diverse range of curriculum. Programs have grown over the past 5 years with the curricular and co-curricular offerings providing students more opportunities and options.
The Junior School ¿ Year 7 and 8 - exposes students to a breadth of curriculum. There is a focus on student connectedness, relationships, and collaboration. A small number of teachers work with the one tutor group for 2 years. Year 9 is the transition year with students undertaking discipline based units, four days of each week with the CONNECT program operating each Wednesday.
In Year 10, students begin their pathways program within the senior vertical timetable. Three distinct pathway programs operate in the senior school ¿ Year 10/VCE, VCE + VET, Applied Learning/ VCAL/VET. These programs are complemented by the Year 10 Learning Journeys program focusing on pathways, resilience and student connectedness and the VCE program including SACs, study approaches and pathways planning.
Students can also access the enhanced learning programs that are outside the traditional curriculum: the Arts Enhanced Program (AEP) in music and dance; the Elite Sports Program (ESP)¿ AFL, soccer, basketball, netball, triathlon, and golf; the Writing Is Necessary Program (WIN) and the Science, Technology Enhancement Program (STEP) with the themes of Dissections, Formula 1, Robotics and environmental investigations. The growth in these enhancement programs has been in response to student demand for high level program engagement.
A comprehensive Wellbeing Program based on authentic relationships with tutors and teachers is supported by a Wellbeing Team including a qualified Psychologist, counsellor and Wellbeing Officers.
The College has strong links at the local, national and international level. We want our students to develop a global perspective. Parkdale Secondary College has developed the Parkdale Community Precinct. This precinct includes indoor sporting facilities, theatre and performing arts areas, Children¿s Hub, external playing fields and car parks. A governance model has evolved through the cooperation of the partners ¿ the City of Kingston, Mordialloc Community Centre and Parkdale Secondary College, with the model now a blueprint for other schools and local governments. The precinct caters for many thousands of community members each week.
The educational vision has been complemented by the upgrade of physical space to allow 21st century pedagogy. The College has largely been rebuilt since 2010. Stage 1 was completed in 2010 with Stage 2 of the program completed in 2013: three new Gyms; Visual Arts Centre with 8 rooms; Performing Arts Centre with a 350-seat Auditorium; 2 Music Classrooms; 3 Tuition Rooms; a Green Room and a Foyer. The new Senior School Centre was completed in May 2014 and the Children¿s and Family Intergenerational Hub was completed in August 2014.
The focus of improving student outcomes has always been central to the College vision. The use of data to inform College Council, staff, parents and students on the progress of the College, Year Level cohorts, classes and individual students is regularly undertaken. Teachers reviewing their practice underpins professional learning, Curriculum workshops and the review process. The move to a common instructional model ¿ CDT- has led to a focus on consistency in curriculum development and implementation and the development of differentiated formative and summative assessment. This continues to be a central focus of the College¿s teaching and learning processes.