Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Hume - Wodonga
Reference: 1511762
At Melrose Primary School, Wodonga, we combine the values of Motivation, Thinking, Courage and Empathy to achieve Academic Excellence and Emotional Intelligence. For over ten years we have been leading the way in developing programs that foster the social and emotional growth of our students. Emotional Intelligence (EQ) is an integral part of the school¿s curriculum and culture and is both a subject as well as a process woven into the daily fabric of school life and learning.
Understanding our own and others¿ emotions (to KNOW YOURSELF), making strong choices to be your best self (to CHOOSE YOURSELF) and helping to create a better world through kindness and empathy (to GIVE OF YOURSELF) are the pillars of emotional intelligence, and constitute the pathway to health, happiness and success.
The Emotional Intelligence (EQ) motto, Educating Hearts and Minds, is supported by vision statements:
Excellence in Teaching and Learning - Excellence in teaching and learning is based on the Victorian Curriculum, Melrose Primary School¿s EQ philosophy and current student data. Engaging, differentiated teaching is planned collaboratively based on individual student needs.
Professional Leadership - Leaders at Melrose Primary School support and build positive relationships with the school community. Leaders are collaborative, respectful, supportive, visible and organized. Leaders demonstrate and model appropriate behaviours in line with the EQ philosophy.
Positive Climate for Learning ¿ A positive climate for learning promotes a safe, supportive and inclusive environment, driven by Melrose Primary School¿s EQ philosophy and built on positive relationships which foster high expectations for all.
Community Engagement in Learning - Community engagement in learning is a partnership between school and home that values positive relationships with the wider community. There is an integrated focus on academics, social and emotional wellbeing and community, that leads to improved student outcomes, stronger families and healthier communities.
The building is an innovative design with all classrooms under one roof surrounding a central library, art room and multipurpose room. The grounds are expansive with an oval, three playgrounds and a range of courts and quiet play areas with many trees, gardens and lawned areas. We also offer indoor activities and positive play and restorative practices at break times allowing the students to have a range of options to develop their social and emotional play.
Our school is located in the rural city of Wodonga, which is situated on the Murray River in North East Victoria, 300km from Melbourne. We have an enrolment of approximately 340 students, and a staff comprising of 3 Principal Class leaders, 3 Leading Teachers (Curriculum and Inclusion) 24 (FTE) Teaching Staff and 35 permanent Education Support staff.
Although recognized for our Behavioural Education Model and our capacity to support the welfare of children and families, we also remain committed to our strategic plan goals: improvement of outcomes for students in Numeracy and Literacy, improvement of engagement in learning and the development of leadership. Curriculum and Learning Specialists initiate intensive professional learning to support staff and the Melrose learning community to achieve these goals.
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.
Hours: 09:00am to 2:00pm MON thru FRI
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.
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