Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Gippsland - East Gippsland
Reference: 1498034
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.
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
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Toorloo Arm Primary School is a small regional Primary School (enrolment of 128 students with a SFOE of 0.495 - High) based in beautiful East Gippsland, Victoria. Our school is situated 5km East of Lakes Entrance and serves the communities of Lake Tyers Beach, Lakes Entrance and Lake Bunga which are popular tourist areas for fishing, surfing, camping and boating. We provide a caring, challenging and dynamic learning environment that empowers children to develop the skills and knowledge to become valued members of the community.
All aspects of the school¿s operation are governed by our whole school values: Truth, Trust & Honesty; Persistence, Quality and Excellence; Relationships; Inclusion; and Humour. These are condensed into our student values of Respect, Resilience, Ready to Learn and Collaboration that are accompanied by explicit behavioural expectations developed by the students and are displayed in all learning areas.
We structure students in 6 main classrooms supplemented by specialist Art, PE, French, and Performing Arts classes and incorporate the tutor learning initiative. Our philosophy is that children succeed at school when teachers and parents work in a mutually supportive and cooperative environment. We also believe that open and honest communication is essential to building successful relationships between school and family. Consequently, our teachers are committed to developing links with all parents so that children are supported at school and at home. The school is the focus of the local community and actively involves all members of the school and wider community in its activities.
Staffing at the school includes 9.6 EFT classroom teachers (of which 5 are part time); EFT 4.2 Education Student Support (5x0.7, 1x0.5, 1x 0.2) and 1.0 Education Student Administration. The current leadership structure includes the Principal, the Numeracy Learning Specialist and the Literacy Learning Specialist.
We continually work on the key improvement strategy of having consistent instructional practises across all classrooms and increasing student voice and agency in learning. This work is driven by strongly embedded PLC application that supports positive student academic and wellbeing outcomes. Peer observations are conducted across all classrooms, providing teachers with feedback on their implementation of agreed pedagogical practice.
Our school facilities are modern and contemporary with two main learning areas with home rooms and central learning areas. The buildings are bright, open and airy with a range of learning opportunities for students. We also have a separate art room, covered outdoor space, tennis court and recently upgraded playground equipment.
We believe that all children can and will achieve given support and time. At our school we are committed to developing the following skills and competencies:
Academic Abilities - that children have high quality literacy and numeracy skills that allow success at school and provide a springboard for further education.
Physical Abilities - that children have well developed movement and coordination skills that enable them to participate in a wide variety of sports and leisure activities.
Socially Competent - that children have positive self-esteem, can treat others with dignity and respect and can build supportive relationships with others.
We host numerous visiting artists, and our excursions engage student¿s curiosity and interest in learning. Our camps program from grade 1-6 extends students personal and social learning capabilities, helping build resilience and collaboration.
Toorloo Arm is a Bushfire At-Risk Register BARR school - Category 3.