Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1492440
Fountain Gate Primary School is located in the South Eastern suburbs, and has a current enrolment of 545 pupils. The Student Family Occupation and Education Index (SFOE) is 0.7. We are fortunate to have extensive grounds and facilities, with two ovals, two basketball courts, two gymnasiums, four playgrounds and purpose-built exploratory play areas.
The school¿s diverse population embodies our values of respect, trust and care through interactions both small and significant. Visitors often comment on the friendly and helpful nature of their experience.
Our staffing profile comprises one principal, one assistant principal, one leading teacher, two learning specialists, 31 teachers, 6.5 integration aides, 3 office administration staff, 4 learning intervention staff, 3 tutors, 0.5 canteen, 0.8 first aid, 1 multicultural education aide, 1 community hub leader, 1 ICT support, 1.5 buildings and grounds staff (fulltime equivalent).
Currently we operate 23 classes. Specialist classes include Physical Education, Visual Arts, Performing Arts, Science and Maths in Action. Auslan is our language other than English. Two Learning Specialists support the development of effective teaching and learning at our school.
In 2018, staff and community collaborated and deliberated upon our Moral Purpose and Vision. In a highly rewarding process, we determined that our moral purpose is ¿To know, engage and challenge every child every day¿, to achieve the vision of being a ¿Community of active, focused learners who share their curiosity, voice and expertise. ¿
Our Moral Purpose and Vision have driven a focus on evidence-based practices in the context of rigorous inquiry.
In 2021 Fountain Gate Primary School completed its current Strategic Plan. In short, the two main goals were leadership development and the effective use of data to drive improvement.
The school has established a highly effective School Improvement Team, with representation from all year levels and specialists. This team meets weekly and uses Professional Learning Community and Continuous Improvement principles to guide its work.
Following the completion of an Inquiry Spiral in 2020, the school has adopted the Gradual Release of Responsibility instructional model. This model provides the scaffolding and support that our learners need to thrive individually and collectively.
Professional Learning Community principles also informed the school¿s improved use of data. Time has been allocated in the timetable and effective resources and structures are in place to support this work. In addition, intervention programs have been increased and enhanced. Improved outcomes in key areas have followed.
Our Wellbeing Leader works in this role fulltime and is strongly supported by all staff members. This includes the development of key programs such as the Respectful Relationships and student leadership including an active Student Representative Council. The ¿Zones of Regulation¿ provide a common language across the school to assist children in identifying how they are feeling and ways of navigating back to their most productive selves. Peer mediators are active at break times. The school is committed to restorative dialogue as a significant and effective tool in helping students learn how and why constructive dialogue is vital for intrapersonal and interpersonal growth.
We also have a full time teacher who is responsible for leading and coordinating our school¿s integration program, which serves 24 students. This program has been very successful for the participants and all students, providing them with the opportunity to experience differences in a positive way.
In 2021, a Community Hub was established at the school, in partnership with the Smith family. A leader was appointed, and the Hub has quickly become a thriving centre for community connection and support for our parents, particularly migrant women. The Hub runs English classes, playgroups and a myriad of other activities depending on community need. Most recently it played a vital role in supporting Afghan families.
Extensive facilities upgrades have been concluded recently through grant acquisition and the Victorian School Building Authority.
Applicants can find further information on the school website, including a virtual tour. If possible, school tours in person will occur.
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.
This position is for 3 days a week - the successful applicant must be able to work Tuesday and Wednesday. The third day is negotiable.
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