Selection Criteria
SC1: Candidates need to show a grasp of the social, historical, and cultural context of Indigenous Australians and the challenges they face.
SC2: The ability to communicate sensitively and effectively with Aboriginal and /or Torres Strait Islander people, demonstrating respect for culture and perspectives.
SC3: Demonstrated ability to work with students and teachers in a classroom setting.
SC4: Ability to take direction and work as part of a team.
SC5: Demonstrated capacity to follow school processes and procedures including the use of school Information Technology systems.
SC6: A commitment to professional learning and growth for both self and others.
Role
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:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
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.
This role is designed to support Koorie learners, and their families and foster a sense of self-determination. They role will contribute to making the mainstream curriculum more responsive to Victoria¿s rich cultural heritage and diversity.
- Effective communication between students and teachers in the classroom.
- Assisting teachers to understand Indigenous culture and the expectations families have of school and of education in general.
- Assist individual students or groups of students in classrooms.
- Provide teachers with insights into students cultural background and experiences.
- Assist with activities and excursions
- assist the teacher with the development of materials
- contribute cultural perspectives to curriculum content to make it more relevant to all students
- assist with the enrolment of new Koorie students
- assist teachers to communicate with parents and other family members
- Foster links between families and the school
- liaise informally with community members
- encourage parents to take part in school events and activities, such as fundraising, school council or parents groups
- explain school policies and activities to students and parents
- provide liaison between parents, community organisations and other school staff
- develop contact with services and resources in the community so that parents can be informed of services available
- inform the school about family circumstances (with the family¿s permission) that may impact on student learning.
- encouraging positive behaviours in the school ground and in the classroom
- acting as a positive role model
- following up issues between teachers and students
Koorie Education Support should:
- encourage students to think independently rather than providing students with the answers
- allow students to answer questions before explaining what is required
- encourage students to listen when the teacher and other students are contributing answers or explanations
- encourage students to research and complete tasks by themselves
Responsibilities
Duties may include but are not limited to:
- Providing a child safe environment in accordance with the child safe standards; such as addressing immediate safety concerns.
- Develop supports for students and teachers to ensure a culturally safe learning environment.
- Promoting an inclusive environment and facilitating positive student outcomes; such as getting to know students referred to the programme, identifying their needs and working collaboratively with other stakeholders to support the student¿s improved engagement.
- Work with the Student Retention & Flexible Learning Support Role and Assistant Principal Student Operations to identify student needs and collaborate with staff to implement strategies.
- Collecting and recording attendance or entering absences and keeping track of referrals.
- Liaise with internal and external stakeholders about clearly defined support needs and resources.
Recording and Assessment
- Documentation of support strategies on the school portal and through e-mail records with staff.
- Reporting and leading discussions regarding student concerns and success (academic/behavioural) with Student Retention & Flexible Learning Support Role and Assistant Principal Student Operations.
- Collecting specific data to monitor and assess academic and behavioural intervention.
- Regular updating of the Student Retention & Flexible Learning Support Role and Assistant Principal Student Operations on effectiveness of provisions for students.
- Contributing towards Individual Education Plans for specific students and recording information on the school portal.
Position Performance Standards
- Be acquainted with, and effectively carry out, the responsibilities of the position as set out in the relevant position description.
- Act in a professional manner with colleagues and, where appropriate, with students and parents/guardians.
- Understand and act in accordance with DET¿s code of practice.
- Be acquainted, and act in accordance, with the goals and priorities as set out in the school¿s strategic plan.
- Be acquainted with, and maintain training as mandated by DET.
Who May Apply
These roles are identified positions and are available for Aboriginal and Torres Strait Islander applicants only. Confirmation of the Indigenous status of applicants may be requested.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
Child Safe Standards
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
DE Values
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
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx