Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Hume - Greater Shepparton
Reference: 1536033
St Georges Road Primary School is situated south of the central business district of Shepparton. We have a rich, vibrant and culturally diverse student population. Our current enrolment is 346 students. Approximately 50% of our students are from non-English speaking backgrounds, representing around 24 countries with higher proportions from Middle-Eastern, African and South Pacific regions. St Georges Road Primary School celebrates our rich diversity through the curriculum, specialist programs and events. We are extremely proud of our diverse community which is a huge asset and strength of the school. We believe that the success of each child relies on a strong partnership between staff, students and parents. Our school community is committed to providing a safe, inclusive and engaging environment where learning experiences challenges and supports each student to achieve their potential. The core values that permeate the culture of our school are:
Respect ¿ Responsibility ¿ Learning
The teaching and learning program at St Georges Road Primary School is divided into three sections (F-2, 3-4, and 5-6) each overseen by a Learning Specialist who provides their team with planning support, coaching and leadership.
Students at St Georges Road Primary School are active participants in a knowledge rich, low-variance curriculum. The Humanities, Science and Digital Technologies curricula is integrated into daily English lessons where students engage with a variety of quality literature and expand their background knowledge about rich and deep themes in units of work designed to ensure academic rigour. Mathematics is taught using an explicit instruction model and engagement norms, concrete materials and dedicated problem-solving lessons are utilised to encourage whole class participation. Visual Arts projects are linked to the themed units of work to provide a wholistic approach to engaging with new information. The instructional model at St Georges Road Primary school follows the VTLM 2.0 and teachers are experts in planning, enabling learning, explicit teaching and supported application.
A Response to Intervention Model ensures that all students are screened regularly using normed and standardised assessments to guide enrolment of students into intervention programs out of the classroom, and to enable classroom teachers to effectively provide in-class support to students who require learning adjustments. An education support staff member supports each classroom.
Our students participate in four weekly specialist lessons and currently the program has the following specialist subjects: Auslan, Physical Education and Health, Sport and STEM. Our Years 3-6 students also participate in semester-based co-curricular activities of our Flourish and Nourish kitchen-garden program led by visiting nutritionist and our U-Turn Mechanics Shed Program.
At St Georges Rd Primary School, student wellbeing is considered just as important as academic learning. Our comprehensive wellbeing program incorporates Respectful Relationships, the Berry Street Education Model, and School-Wide Positive Behaviour Support systems. Through these frameworks, we explicitly teach students to identify their emotions and develop strategies to support self-regulation. Staff model positive behaviours to help students build essential life skills.
Our Wellbeing Hub is staffed by an Assistant Principal, a Lead Teacher, and three Education Support Staff. The Hub provides targeted support for students who are not yet able to fully engage in classroom learning. While in the Hub, students are supported to regulate their emotions and are taught proactive strategies to help them successfully return to and remain in the classroom.
The Inclusion Hub offers access to a multidisciplinary team including an Occupational Therapist, Speech Therapist, and Play Therapist. Students are timetabled to attend individual or small-group sessions throughout the week, ensuring their developmental and learning needs are supported.
A Before and After School Care program, breakfast club, homework clubs and lunchtime enrichment programs cater for all students. Additional programs that enrich our school community includes a community hub, a visiting paediatrician, play therapy and speech support.
Demonstrated ability to select and apply current evidenced based practice in the provision of Play TherapyAppropriate qualifications and/or demonstrated relevant experience.
2. Demonstrated ability to empathise and work with young people.
3. High level of communication skills both oral and written and the ability to communicate effectively with a diverse range of people e.g. students, college staff, parents, community stakeholders.
4. High level of cultural appropriateness and respect for Indigenous practices.
5. Demonstrated skills in advocacy and negotiations including problem solving and conflict resolution.
6. Demonstrated ability to organise own work, set priorities, meet deadlines, work independently and as a team member, and maintain confidentiality.
7. Ability to plan, organise, evaluate and deliver innovative and creative programs, resources and activities relating to families, students and the college community.
The role of the Play Therapist will include, but not be limited to, the following
: ¿ Implement the therapeutic play program under clinical supervision
¿ Support staff who require additional assistance with students in therapy
¿ Participate in crisis intervention and trauma support for students and families
¿ Work effectively in collaborative spaces
¿ Support implementation of SGRPS instructional models Support social and emotional learning of students
¿ Support delivery of the school assessments
¿ Actively respond to attendance through strong relationships with students Support students to participate in additional services ie sensory room
¿ Form genuine partnerships with parents/carers based on trust and mutual respect Support students to engage in school life
¿ Actively implement strategies provided by allied health services to best support student academic learning, health and wellbeing
¿ Facilitate professional learning on student mental health ¿ Participate in Student Support Group meetings and Allied Health meetings as reuired.
Prepare management plans in regard to the technical support provided
¿ Manage the flow of information to staff and students to ensure appropriate awareness of technical operations and safety
¿ Advise teachers and students on aspects of information technology and use in the school
¿ Investigate and report on the efficiency and effectiveness of system design
¿ Conduct training and instruction to school colleagues within the technical field
¿ Regularly interact with a range of external or internal clients to provide advice or specialist information
¿ Provide routine support for teachers
¿ Communicate with teachers about routine matters
¿ Assist teachers with communication with parents about routine matters
¿ Provide basic physical and emotional care for students such as toileting, meals and lifting
¿ Communicate with student/s about comprehension of basic tasks and information
¿ Address immediate behaviour issues relating to specific students within a classroom setting
¿ Assist with coordination and planning of student routines
¿ Accountable for performance of allocated tasks
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
Applicants seeking part time employment are encourage to apply. Hours will be negotiable.