Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Gippsland - Latrobe
Reference: 1484032
Morwell Central Primary School is located close to the Morwell Leisure Centre precinct, in the Latrobe Valley area of Gippsland. The current enrolment is 402 students with a teaching staff of 34 and 35 support staff. There are 18 home groups operating in the school, which form four Learning Hubs that are collaboratively owned by all. These Hubs are Foundation, 1-2, 3-4 & 5-6. Students are grouped for literacy and numeracy based on their learning needs and work with all teachers within the Learning Hub. Learning needs and groups are determined by pre-assessments. Staff know where students are at developmentally and scaffold their learning so all students can make progress. These groups are flexible and regularly change.
The proportion of single parent families and blended families in the school community is high. The schools Student Family Occupation [SFO] index is 0.75. The school believes that for students to be successful and Ready to Learn, staff need to build students learning and coping strategies, increase their ability to remain emotionally regulated, and to help them recognise and understand their reactions and responses. These skills are deliberately taught across the school, so students are Ready to Learn and know how to positively impact their own learning and others learning. All students spend the first half hour of the day with their home group and teacher; participating in a range of activities and discussions that focus on getting Ready to Learn.
Morwell Central Primary is a school with high quality, dedicated staff, who strive to ensure all students reach their full learning potential. Morwell Central offers a broad range of curriculum programs with a special emphasis on developing the essential skills of Literacy and Numeracy. Students participate in specialist programs, which include Performing Arts, Music, Information Communication and Technology, Physical Education and Design Technology.
The school fosters an environment where students are encouraged to take ownership of their learning. Through the implementation of the Developmental Curriculum Model in the P-2 Learning Hubs and the Inquiry Based Learning Model in 3-6 Learning Hubs, all teachers promote individual learning where students are supported to explore, inquire and reflect. Morwell Central Primary promotes and supports the vision of a curious, connected learning community.
At Morwell Central Primary School, staff believe everyone has the right to fully participate in an educational environment that is safe, supportive and inclusive. Underpinning all behaviours within the school are the core ASPIRE values of Acceptance, Support, Persistence, Individual Responsibility, Respect and Excellence. Teachers deliver explicit lessons focused on these values and in turn develop a common language that supports our values and beliefs as a school.
Morwell Central Primary School also implements a program called Rethink and Reflect, which aims to improve the social functioning of all children. The Rethink and Reflect program focuses on teaching children good communication, problem solving and behavioural skills. All staff have high expectations, build positive relationships and are fair and consistent.
The school recently underwent a school review and have a new School Strategic Plan and Annual Implementation plan. This has shifted the school's improvement focus to Numeracy, further developing inclusive practices, and increasing student agency in learning.
Morwell Central Primary School has an Early Childhood facility on site, which is operated by Goodstart. Both the school and the early childhood facility are supported through a formal arrangement with Our Place, who seek to build community connections on site. This collaborative approach has enabled increased community connections through community workshops and the provision of various services which operate on site, including but not limited to, paediatric support, speech pathology, community nursing, occupational therapy, and psychology.
SC1: Appropriate experience as a speech pathologist delivering a comprehensive speech pathology service to children within an educational environment, including speech and language assessments, reports that support Disability Inclusion and the ability to provide specialist advise on speech pathology issues and program delivery.
SC2: Ability to work independently and participate effectively in a team environment and to develop collaborative working relationships.
SC3: Experience and knowledge of speech pathology techniques and the ability to develop, provide and evaluate speech pathology service through individual and group programs, and provide advice on appropriate intervention strategies.
SC4: Well developed communication and interpersonal skills, including the ability to consult, advise and communicate effectively with a range of professionals, teachers and parents on service delivery and student-based issues.
SC5: A commitment to professional learning and growth, including the delivery of professional development to others.
Applicants seeking part-time are encouraged to apply for the position and if they are the successful candidate, can request a reduced time fraction as hours can be negotiated. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
A Speech Pathologist provides high level support addressing the therapy needs of individuals and groups of students. The Speech Pathologist works within the Disability Inclusion and Wellbeing Team, led by the Assistant Principal. The successful candidate will be required to demonstrate evidence of an appropriate speech pathologist qualification.
The Speech Pathologist is required to:
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