Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1494430
3 days a week (Days negotiable)
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.
Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).
Required
Desirable
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
Oakleigh Primary School and Kindergarten, celebrating 150 years of educating students, is part of a thriving, bustling, multicultural community, 20km from Melbourne in the south easter suburbs. Our enrolment is around 450 students, currently having 20 classes. The school population reflects our cultural diversity with over 25 different nationalities represented with over 40% of students having English as an Additional language. Our families generally reside from medium to high socio-economic and educational circumstances and have high expectations.
A kindergarten is located on the premises with a consistent enrolment of over 100 children. It has strong links with the school and is a much loved by the community.
The school¿s vision is for each child to become happy, healthy and resilient and well equipped for the challenges of lifelong learning. We aim to prepare them to contribute to broader society, as well as achieve their full academic, creative and social potential. At the heart of Oakleigh Primary School and Kindergarten¿s educational philosophy is the firm belief that all students can become successful learners and we achieve this by providing a welcoming, positive, safe and inclusive learning environment in which everyone is treated equitably, individual strengths are recognised, and all achievements are celebrated.
The school is a leader in teaching positive education, underpinned by the research of Professor Martin Selinger and the PERMA Framework: Positive Emotion, Engagement, Relationships, Meaning and Accomplishment.
The school further developed this work by creating values, linked to PERMA Framework. They are Kindness (Positive Emotion), Connection (Engagement), Respect (Relationships), Responsibility (Meaning) and Growth (Accomplishment).
These values form the basis of the actions in our learning community at Oakleigh. There are 5 norms expected of all students, which are linked to our school values:
Health and Wellbeing, including Positive Education, Respectful Relationships and the Berry Street Education Model, underpins every aspect of our school. We believe that an individual¿s wellbeing is the foundation on which success in life is built. If students are able to develop healthy levels of personal wellbeing, they will be more likely to achieve academic potential; more likely to establish supportive relationships; more likely to make a meaningful contribution to their community and more likely to lead a fulfilling life.
The school provides a stimulating and broad-based education program based on the Victorian Curriculum.
We are committed to maximising each child¿s academic potential complemented by a holistic approach to cater for individual needs. An integrated approach to curriculum planning, teaching and assessment is employed by teachers, with a strong focus on Literacy and Numeracy.
The school employs the Multisensory Structured Language Approach to teach reading, writing and spelling. This is coupled with components of the BIG 6- oral language, phonological awareness, phonics, vocabulary, fluency and comprehension. Embedded into this approach is explicit instruction, use of decodable texts and rich mentor texts to foster a love of reading, reading conferences, independent reading and literature studies. F-2 teachers have implemented the department¿s mandated 25 minutes of phonics instruction. The school uses the 6 Traits to teach writing- Vocabulary Organization, Ideas, Conventions, Excellent Word Choice, Sentence Fluency + Publishing. These are taught through different genres as well as the integrated into phonics instruction each day.
Numeracy is taught daily focusing on the proficiencies in Mathematics- Understanding, Fluency, Reasoning and Problem Solving. There is explicit whole class instruction and students working on differentiated tasks. There is focus on and hands on approach, modelling and mathematical language, building computational thinking, solving problems and undertaking investigations. Use of digital tools and games is used throughout the school.
The Professional Learning Communities (PLC) Approach is used to drive team planning and cohesion. Underpinning this structure is building a culture of collaboration and collective responsibility for teaching and learning programs.
Specialist subjects include Visual Arts, Performing Arts, Language Other Than English (LOTE) - Japanese, Physical Education and STEM (Science, Technology, Engineering and Mathematics). The school has an inviting and well-resourced library, with classroom teachers taking their students each week to borrow books and read the wide range of literature on offer. The school offers a range of extension and support programs based on student needs and has an English as an Additional Language Teacher.
For further information interested applicants are encouraged to visit our website at: www.oakleighps.vic.edu.au
The school is seeking an enthusiastic counsellor to work with families and students in our school. This will be a mix of 1:1 sessions or group session. The counsellor will work as part of the student wellbeing team consisting of the Assistant Principal, Mental Health in Schools Teacher and other key staff.