Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Loddon Mallee - Macedon Ranges
Reference: 1546340
Wallan Primary School is a large, growing primary school situated in the township of Wallan, 50 kilometres north of Melbourne. We currently operate 35 well-appointed classrooms, as well as two Visual Arts rooms, Auslan/Performing Arts room, Kitchen space, mini Gymnasium, Canteen and a brand new competition-grade Basketball Gymnasium. The school oval is well maintained and includes a half-size soccer pitch area. The shaded play areas, playgrounds and gardens are continuing to be further developed to create a welcoming environment for all students, staff, families, and visitors to the school.
Wallan Primary School is strongly committed to using well-researched Literacy and Numeracy approaches for teaching and learning. Effective teachers have precise knowledge about their students' understandings which they use to personalise all learning opportunities. Ongoing teacher and classroom support/coaching is provided by expert Literacy and Numeracy Leaders and additional assistance programs are in place for students in need of extra support. To further enhance classroom programs, access to technology is available in every classroom and has continued to be expanded to ensure we are one-to-one in years one to six and banks of ipads in Foundation.
The school has developed a culture that strives for continual and ongoing improvement. The commitment to best practice and Department of Education and Training initiatives has further enhanced the teaching and learning environment. The Wallan Primary School Inquiry program provides a sequential and comprehensive curriculum that clearly reflects the Victorian Curriculum and is being further developed to include student voice and agency. Teachers collaboratively plan curriculum with the support of the Learning Specialists and PLC Leaders in their teaching teams to provide the best teaching and learning experiences for the students in all year levels throughout the school. The school recognises the importance of nurturing, accepting and utilising the school community¿s diverse talents, skills, knowledge and expertise to achieve outstanding performance, share roles and tasks, reduce workload, encourage professional growth and support effective teaching and learning. There continues to be a strong commitment to individual and whole school Professional Learning, teacher mentoring, coaching, classroom observations and feedback to improve teaching practice. Learning Specialists and Leaders support teachers and teams to improve and continually build capacity.
Wallan Primary School recognises the importance of developing positive attitudes and values. The school believes it is vital we focus on the development of positive attitudes towards people, the environment and learning. It is committed to providing a high quality education for all students in a safe, caring and stimulating environment. An essential element of this is a comprehensive school-wide student engagement program to ensure student needs are identified and supported in a safe and happy environment. To further build a school wide culture that reflects our values, the school has established a ¿team building¿ program for students in years one to six. Whole school and classroom rules are clearly communicated to encourage children to accept responsibility for their behaviour and actions. Wallan PS has committed to a minimum three-year partnership with Real Schools in 2024. Achievements are publicly recognised and celebrated. Specialist programs and extra activities further enhance the curriculum and include Physical Education, Visual Arts, STEM, Auslan, Food (Yr 3-6), Performing Arts (F- Yr2), Bush (F - Yr2), inter-school sports, camps, excursions, incursions, and transition programs. Classroom and specialist teachers communicate regularly with families and share student work throughout the term on various platforms including Seesaw. Student¿ led conferences, combined with twice-yearly refined digital reports, provide parents with accurate information regarding student progress.
Our student leadership structure consists of a variety of school forums for all students and creates the opportunity for student input and voice across the school. The school motto is ¿Working Together for a Better Future¿ and is clearly demonstrated through active student, parent and staff participation and collaboration in the development and implementation of policies and programs throughout the school. Parent involvement in all aspects of the school¿s programs is keenly encouraged. The active and supportive School Council take great pride in the achievements of the school and work hard to lead the school forward.
We promote the values: ¿ Do Your Best ¿ Help Others Succeed ¿ Respect Your Environment
1. Demonstrated ability to support student wellbeing, engagement and regulation through targeted interventions and consistent, individualised support.
2. Demonstrated ability to build positive and productive relationships with students, staff and families.
3. Demonstrated ability to coordinate and organise Education Support staff and resources effectively.
4. Demonstrated ability to provide leadership, coaching and support to Education Support staff.
5. Demonstrated ability to communicate, document and maintain accurate information to support consistent practice.
6. Demonstrated commitment to professional learning, reflection and continuous improvement, including supporting the Performance and Development Process.
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.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.