Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Inner South East suburbs
Reference: 1490220
St Kilda Park Primary School, founded in 1882, is a highly popular inner-suburban bay side school located on Fitzroy Street, St Kilda within Albert Park Reserve. St Kilda is a vibrant, diverse neighbourhood with a high population density.
As of November 2024, our student population is 328.
The school facilities include the original 1882 two storey brick building along with additional buildings and facilities that have been added in the subsequent 143 years which include flexible teaching spaces, a library, multipurpose centre and specialist teaching spaces including a kitchen garden and kitchen.
The school works closely with Parks Victoria to utilise adjoining ovals and parkland during the school day to complement its existing play areas and to increase opportunities for physical activity and sports.
The school operates a Designated Neighbourhood Zone, which allows us to manage the numbers of new enrolments, and means our students live close to the school.
As a school we have a commitment to excellence in teaching and learning and for each student to reach their potential. We do this by ensuring that our classroom practices are explicit, responsive and evidence-informed. Our staff regularly engage with research and literature around how children learn best to design lessons that maximise learning.
Our school has 15 classes, broadly divided into two classes at each year level. We have five specialist subjects which each class visits every week, meaning our students engage in a broad and rich curriculum. We have additional teachers who provide tutoring and intervention for targeted students. There are two Assistant Principals and a Principal, a Business Manager and an Office Manager. There are ten Integration Aides. Recently we have engaged a Speech Therapist, an Occupational Therapist and a Counsellor to support our students with additional needs.
The school community has a special commitment to Visual and Performing Arts and an enriching Italian program that extends into the school¿s curriculum. Our Year Three and Four students are involved in an extensive Stephanie Alexander Kitchen Garden Program.
Our vision is to build a progressive and nurturing culture underpinned by kindness, collaboration and inclusion. This focus on strong and positive relationships sits at the heart of what we do and allows us to create a rigorous and challenging approach to student learning where students work hard to achieve excellence.
Four core values guide community life, teaching, and learning at St Kilda Park Primary School.
These values are reflected in all aspects of school life and contribute to a sense of common purpose within the school community.
Our community demonstrate this value when we seek out challenges, try new things, demonstrate a growth mindset, have a sense of humour, collaborate, step out of our comfort zones, solve minor problems independently and seek alternatives.
We demonstrate kindness when we accept and include others, take turns & share, apologise, show empathy & good manners, care for our environment & belongings, are welcoming & encouraging, and value difference. We communicate openly.
We are Creative when we express ourselves through arts and creative activities, struggle and make mistakes in our learning, when we find imaginative solutions to problems and when we collaborate and engage in meaningful discussion and dialogue.
We show curiosity when we ask questions and challenge each other, collaborate, explain & reflect, when we are exploring and taking risks, seeking out challenges and by pursuing passions and interests.
Amongst a range of ideals we value student voice, teachers being addressed by first names, leadership opportunities for all students and no school uniform.
The school¿s wider community is actively involved in school life to ensure that individual backgrounds and experiences are acknowledged and affirmed. Parent participation is encouraged and welcomed in many different ways.
Relationships in the school community underpin everything and enable us to build a community of continuous learners.
A key component of St Kilda Park¿s approach is building a positive culture through a primary prevention focus that underpins student wellbeing. The framework teaches positive behaviours, Restorative Practices and the use of logical consequences to address appropriate and inappropriate behaviour. The use of Risk Assessment and Management Process (RAMP) builds capacity for pastoral care for early intervention of students at risk. Our positive school culture is predicated on student engagement being the basis for learning.
A professional learning community of committed professionals ensures that teaching and learning at SKiPPS is closely informed by the research and evidence of how children learn best. This `Science of Learning¿ is utilised to ensure that teaching is explicit, students are given extensive opportunities to respond and demonstrate understanding and to review and retrieve previously learned information.
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
[Attendance requirement for this position]
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. This may include coordination of other education support class staff within the work area or educational program.
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. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities may include:
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