Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1506702
Middle Park Primary School is located in a beach side area of Melbourne within the City of Port Phillip. The original school building was constructed in 1887 and is now classified by the National Trust. A number of significant upgrades to the buildings have been conducted over recent years which have enhanced the education capacity of the facility, whilst maintaining its historical integrity. The school has a small catchment area, but due to its reputation in the local area, the enrolment is currently 390. An enrolment management plan has been established over a number of years to manage increasing enrolments in relation to the limited space provided by the site.
There is a strong sense of community within the area with the compact enrolment zone leading to a village atmosphere which promotes close relationship amongst the children and local families.
The school building is located in a pleasant tree lined setting and comprises the main building, the Junior building and a relocatable classroom building. We are in the process of having a new indoor gymnasium with amenities and classrooms built. The playgrounds, whilst set in pleasant surroundings, are constrained by the site and include an artificially turfed oval and soccer area, playground structures, a dedicated Prep play area and an outdoor classroom. The buildings are well maintained and provide an excellent learning environment for children, with all classrooms serviced with a Smartboard/interactive TV and air conditioning. The school is structured around multi-age classes from Prep to Year 6. In literacy and numeracy the school consistently and significantly outperforms state means.
Middle Park Primary School, like all schools in Victoria, is committed to child safety. We consider the health, safety and wellbeing of all children and young people to be our highest priority. We strive to ensure the safety and wellbeing of children and young people at our school at all times. We have developed policies and procedures in line with this and a school's child safety code of conduct which all staff must adhere to, these documents can all be found on the schools website.
The school presents with a balanced staffing profile. High quality experienced teachers work alongside less experienced teachers throughout planning and instruction. Opportunities for teachers to assume leadership roles have been provided in the staffing structure. Building leadership capacity is a priority under the current Strategic Plan.
Through our multi-age structure and inquiry-based programs across the school we endeavour to reflect the strength of our community by promoting responsibility and leadership. As a community, we know the importance of coming together to develop a sense of `collective responsibility' for each other. This is something that we model at school through our actions and structures. Initiatives such as Peer Mediation, Student Leadership, Inquiry Learning, Student Voice Council, Buddies and multi-age learning are examples of approaches that connect directly to our values of Respect, Responsibility and Resilience. A great deal of our effort is dedicated to building and strengthening these and similar programs. Inquiry learning and our 1:1 device to student ratio approach to the use of ICT as a tool for learning are current major foci. Our success in all areas has come from staff and parents collaborating, sharing and supporting in Professional Learning Teams and Program Teams. Parent involvement in our programming is fundamental to this success.
Middle Park is proud of its specialist programs which have been developed to specifically meet the needs of its community.
The school has developed an exemplary eLearning plan which will help integrate ICT into the curriculum through our 1:1 device use of ICT as a learning tool. Middle Park Primary School provides all students with access to Smartboards/interactive TVs in their classrooms, iPads and laptop computers. The Information Technology curriculum is designed to develop students' computer skills and knowledge of computer hardware and software programs as well as how to incorporate this learning into Literacy, Numeracy and Inquiry.
The PE program is taken by a specialist in PE. The program is delivered in one hour sessions with regular Gala Days, opportunities for students to compete in district and zone sports competitions, and a whole school swimming program utilising the facilities at the Melbourne Sports and Aquatic Centre.
The Visual Arts program is supported by specially trained teachers and a generous workspace. The school also provides a specialist Performing Arts program. As part of the Performing Arts program the students have the opportunity to perform in a School Production or concert every year, as well as instrumental music, choirs, concert bands, rock bands and orchestras.
French is the Language Other Than English at MPPS. This is taken by a LOTE Specialist Teacher.
Our School Council is extremely active in our efforts to promote engagement and is able to draw on a wide range of community partnerships and expertise to ensure success. Council's roles in areas such as policy development, development of our buildings and grounds, fundraising and overseeing our OOSH program are highly resourced and widely supported. Of significant note is our focus on a review of communications which has led to some important initiatives such as our school app and various other modifications.
As a community we are immensely proud of what we are able to support and enable our children to achieve. We work to give them a positive outlook and equip them with the skills and disposition to persist when challenged, giving them the greatest foundations for future success in whatever pathways and endeavours they choose.
SC1 Demonstrated skills and expertise necessary to carry out the responsibilities of the position, including the appropriate qualifications, technical skills, and expertise as relevant to the position
SC2 Demonstrate a high level of written and verbal communication skills and a high level of interpersonal skills, including the capacity to provide advice and support to students, staff, and parents in respect to the work area. Additionally possess the ability to maintain confidentiality and be entrusted with private and sensitive information.
SC3 Demonstrated ability to organise own work, set priorities, meet deadlines, work independently and as part of the broader student administration teams.
SC4 Experience in the delivery and coordination of student and family health and wellbeing services in a school setting.
SC5 Basic computer literacy for the purpose of maintaining records and the ability to learn new systems quickly, if required.
SC6 A commitment to professional learning and growth for both self and others. Constantly looks for continuous improvement opportunities and ways to innovate and encourages others to do the same; makes specific changes in work methods to improve outcomes, quality and timeliness of service.
We require our School Nurse to work from 10:30am-2:30pm 5 days per week in our Sick Bay.
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 employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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