Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Hume - Greater Shepparton
Reference: 1511985
SC1. Program Planning & NQF Knowledge
Describe your experience planning and delivering engaging programs for school-aged children. How have you incorporated the National Quality Framework and the My Time, Our Place Framework into your practice?
SC2. Leadership & Team Management
Provide an example of how you have led, supported or supervised a team of educators. What strategies did you use to promote teamwork, ensure accountability, and maintain a positive workplace culture?
SC3. Child Safety & Behaviour Support
Explain your approach to ensuring the safety, wellbeing and inclusion of children in an OSHC or educational environment. How do you manage challenging behaviours using positive guidance practices?
SC4. Communication & Relationship Building
Describe a time when you effectively communicated with families, school staff or external professionals about a child's needs or program matters. What was the outcome?
SC5. Administration, Compliance & Organisation
Outline your experience with administrative and compliance responsibilities such as attendance management, incident reporting, medical plans, risk assessments or preparing for Assessment & Rating. How do you stay organised and maintain accurate records?
SC6. Qualifications, Professional Knowledge & Continuous Improvement
How has your Early Childhood qualification (or current study toward a Diploma) influenced your understanding of child development and your practice in OSHC? What ongoing training or professional development do you engage in to improve your skills?
We are seeking an energetic, organised and child-focused OSHC Coordinator to lead our Before and After School Care and Holiday Program. The Coordinator will be responsible for planning engaging programs, ensuring regulatory compliance, supervising staff, and building strong relationships with children and families.
This role requires a professional who is working towards or has completed a Diploma in Early Childhood Education and Care and is passionate about creating a safe, inclusive and fun environment for school-aged children.
Hours of Operation
7:30am to 9:00am - School Terms
3:15pm to 6:00pm - School Terms
8:00am to 5:00pm - School Holiday Program
This job is advertised for the school terms only, additional hours will be paid for planning and working this program.
Pay and employment conditions will be determined based on qualifications and relevant experience, in alignment with the applicable award or school employment agreement. Hours can be negotiated for the right applicant.
[Attendance requirement for this position]
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Program Planning & Delivery
Team Supervision & Leadership
Child Safety & Wellbeing
Administration & Compliance
Health, Safety & Environment
Essential
Desirable
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
Toolamba Primary School (127 pupils) is a small close-knit semi-rural community located in the township of Toolamba 17 kilometers south of Shepparton on the western side of the Goulburn River. Pupils come from the town and from outlying country areas on two school buses.
The school's Purpose Statement captures the values and beliefs, which underpin the operation of the school.
"In our school we value our community, our history and our shared vision for the future. We foster a respectful, caring and responsive environment which enables students to have fun whilst they learn, grow and contribute"
Toolamba Primary School is a learning community which is dedicated to catering for the individual needs of all children and to providing an education which will encourage them to reach their potential.
Our vision of ¿Striving for Excellence,¿ ensures that we are dedicated to catering for the individual needs of all children, educationally, physically, socially, and emotionally. We strive to provide an education for all children that will encourage them to reach their potential. We value the unique worth of everyone.
Through our values of:
Respect, Trust, Inclusiveness and Kindness we strive to: