Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1479624
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.
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]
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
Ascot Vale Primary School (AVPS), established in 1885, is located 6 km northwest of Melbourne's central business district. It is a member of the Moonee Valley Network of schools and falls under the South-Western Region of the Department of Education & Training. AVPS has 273 students enrolled as of May 2024. The school has a small to medium-sized campus, which comfortably accommodates its current student population.
The school's Student Family Occupation and Education (SFOE) index is 0.14 and its Student Family Occupation (SFO) Index is 0.20. These measures indicate the socio-economic backgrounds of the students and their corresponding educational needs. With low levels of disadvantage compared to other schools, high expectations for student outcomes and school experience exist at AVPS.
Ascot Vale PS is fortunate to have a most dedicated, hardworking, and talented staff team. Together they demonstrate high levels of effective communication and collaboration which creates a positive, supportive and rewarding workplace We are committed to inclusive education principles where all members of our school community are valued and supported to fully participate, learn, develop, and succeed within our unique learning community. Ascot Vale PS celebrates diversity and is committed to supporting the achievement and participation of all students.
AVPS operates a multi-age structure that started in 1984 with support from the school council and community. In this structure, two classes form a unit of students. Teachers are assigned to a class of students of similar ages and collaborate with another teacher and class to form a multi-age unit of teachers and learners. In 2024, the combinations across AVPS are Unit 1: P/1/2, Unit 2: 3/4 & 5/6, Unit 3: P/1/2, Unit 4: 3/4 & 5/6, Unit 5: P/1/2, Unit 6: 3/4 & 5/6.
The school's multi-age structure has been strengthened in recent years to ensure consistent teaching and learning methods across the school. As a result, teachers at AVPS cater to each student's individual needs, regardless of their assigned year level which often leads to higher-level teaching and learning. This approach has contributed to the school's outstanding student achievement results in recent years.
The multi-age structure enables all children to learn at their appropriate developmental stage whilst considering individual learning needs. The structure may change over your child¿s years at school as we refine and re-organise the groupings according to the educational needs of the children, staff changes and fluctuating enrolment numbers. When this does happen, parents are informed; the multi-age methodology however is the foundation upon which most educational decisions are made at Ascot Vale PS.
The following features of multi-age at Ascot Vale PS helps make us a Unique Learning Community:
¿ Children can spend longer periods of time with the same teacher. This allows the teacher to develop a deeper understanding of a child¿s strengths and needs and is therefore better able to support the child¿s development.
¿ All children are challenged to achieve their potential; they are not limited to achieving a designated year level standard.
¿ Children develop a sense of family and community with their classmates, staff, and parents. They become a community of learners who support and care for each other.
¿ Families have the opportunity for siblings to be placed together in the same unit.
¿ Children with additional needs benefit from the multi-age classroom as it encourages inclusion, self-respect and creates a learning environment that motivates and engages students.
The AVPS values of Gratitude, Respect, Excellence, Empathy, and Responsibility guide the behaviour and actions of all members of the community.
Ascot Vale Primary School boasts a unique blend of both historical and contemporary architecture and design. The School Council and community work together to improve and maintain the school grounds and buildings. A $1.795 million Capital Works program was completed in 2019 to enhance various aspects of the school's facilities. A second new playground was installed in 2023, adding to the already stimulating and attractive outdoor amenities on the Moonee Street side of the school. This project was mainly funded through community fundraising efforts.
Physical features of the school include 6 double classrooms, known as Units, an art room, music room, community room, library, and school hall. The school has a variety of recreational areas for students, including grassy areas with gardens, two adventure playgrounds, a plexi-pave basketball court, sand pit, synthetic oval with running track, a Play POD (a repurposed shipping container filled with recycled materials for creative play), and a circular performance deck. New shade sail structure has recently been installed. The school also has an open gate policy that allows community groups and families to use and care for the facilities outside of school hours.
Ascot Vale PS is proud of its strong community spirit. The dedicated staff, along with supportive parents, work tirelessly to continuously improve the school in line with agreed priorities. The school has an active School Council and a Parent Representative system, and community groups use the facilities for sporting, artistic, and cultural activities. The school welcomes volunteers from the community and parents, who provide valuable contributions such as mentoring students, participating in working bees, assisting with camps and excursions, supporting the classroom, and serving on the School Council and committees. The school grounds also host the Flemington Farmers market every Sunday, further fostering the warm and welcoming atmosphere of the school.
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.