Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Administration
Location: Gippsland - Latrobe
Reference: 1480652
Victoria has secured funding from the Australian Government¿s Workload Reduction Fund to trial a new type of Education Support role in schools to reduce teacher workload. The Teacher Administration Assistant will play an integral role in supporting a reduction in teacher workload. The role involves performing a variety of tasks typically undertaken by teachers that do not require a teaching qualification, VIT registration, or the specific skills and knowledge of a teacher. The Teaching Administration Assistant will undertake these responsibilities and reduce the workload of teachers.
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.
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.
The responsibilities for this role include:
This role does not involve working with students; it is supporting the administrative and operational work of teachers.
A valid Working With Children Check is required for the role.
Prior experience working in administrative roles is desirable.
Prior experience working in a school or educational setting is 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
Churchill North PS has a current population of 111; the spread of males and female students is in proportion. The school has a teaching staff of 9 ¿ 6 classroom teachers, 2 specialists ¿ as well as 13 Education Support staff, 1 Welfare Officer, 1 Assistant Principal/Numeracy Specialist, & Principal.
Churchill North PS enjoys friendly, positive relationships with its families and is highly regarded in the community of Churchill.
Churchill North Primary School is located in the township of Churchill in the Latrobe Valley, 13km south of Morwell, at the base of the Strzelecki Ranges ¿ a comfortable two-hour drive from Melbourne. Close by is Federation University Gippsland Campus and Kurnai Secondary College incorporating the innovative GEP (Gippsland Education Precinct) Churchill Campus.
Our school was established in 1976 and consists of 5 individual units. Two buildings have recently been redeveloped and now include 4 state of the art classroom spaces in each. All current buildings can be modified for open-plan learning, all have a separate administration core, and a student withdrawal space. Each classroom block has two toilet blocks, two wet areas and two withdrawal rooms.
We also have a community building, which houses our Breakfast Club and two classrooms, and an additional building for our Playgroup, and Before and After School Care programs. Students have the opportunity to start the morning in our community breakfast room, which is a hive of activity and a very relaxed way to commence the school day. We encourage students to take pride and ownership in their school.
Students are supported within the class to work at and above their level of achievement. Those experiencing difficultly are supported with additional programs and significant classroom support.
All staff, students & families work well together to create a positive environment.
Teacher focus has very much been on developing and improving class programs with professional development in challenge learning, assessment, curriculum planning, literacy & numeracy. We have begun implementing the Berry Street Model, with significant results for our students.
Our school¿s vision is to foster strong relationships within a supportive community where everyone feels safe, valued and equipped to reach their full potential.
Our school¿s motto is: Learn together, Play together
Our school values are I RESPECT others, myself, and my environment; I am RESILIENT when things don¿t go as I expected; I am INCLUSIVE of all members of our school community; I ASPIRE to be the best version of myself.
Our School¿s Philosophy is to facilitate a culture of challenge along with a growth mindset to enable students to develop as resilient, resourceful and confident young citizens, capable of engaging in all tasks and situations and achieving high standards. This is based on the notion that all staff take a genuine interest in the needs of all children, by providing a safe, caring and supportive environment in which to learn.
Our key priorities are:
Programs and activities that have directly contributed to this include:
A comprehensive curriculum is provided in all domains, with specialist classes in STEM, Art, & Sport.
Staff actively use interactive whiteboards and digital technology ¿ such as flip cameras, visualizers, laptops and iPads to enhance student learning; this is an exciting opportunity to further enhance the use of technology and educational outcomes of students.
We pride ourselves on providing relevant learning programs; setting attainable goals; considering the individual needs and differences of students; promoting excellence and building the self-esteem of all students. We believe that learning can be fostered in a socially supportive environment, which is positive, caring, happy, friendly and stimulating.
Students are well represented in leadership positions within the school ¿ we currently have an active Junior School Council, and positions of School Captain, Vice-Captain and Sports House Captains.
We have a range of programs in place that promote the leadership development of students; these programs develop a cohesive & friendly atmosphere in our school. Students are recognised at assemblies for demonstrating positive behaviours and values.
The school is committed to the continual improvement and monitoring of student progress and recognises its accountability to parents. An initial interview in Term 1 sets the scene for class & parent expectations. Parents are encouraged to identify their child¿s strengths & weaknesses and set goals that are achievable throughout the year. In Terms 1 & 3, interim progress reports are sent home to families. Comprehensive reports as per DET policy are sent home in Terms 2 & 4.
Throughout the year, students and families receive additional information about student progress, in regards to learning growth, work quality, behaviour and attitude towards learning.
The school supports the belief that every child can and will learn, and that to nurture a child to their full potential involves the commitment of the whole school community.
All schools rely heavily on the efforts of parents and volunteers to provide additional assistance. A number of our parents participate within class programs, special days, excursions and swimming. Fundraising activities are exciting for students; canteen and special activities are an added benefit for students during the term. We also boast a very active and supportive School Council, with all members working tirelessly in seeking to improve the opportunities and outcomes for our students.
The school conducts a weekly afternoon assembly where students and parents assemble to recognise group and individual achievements and promote excellence and school/community values.
Our school is truly a great school and one which I feel privileged to work within.
Colin Price
Principal
`Ohana¿ means Family, at CNPS no one gets left behind or forgotten