Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1509857
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 is required for 4 days a week from 9am-3.30pm.
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.
Oakleigh Primary School and Kindergarten, celebrating 150 years of educating students, is part of a thriving, bustling, multicultural community, 20km from Melbourne in the south easter suburbs. Our enrolment is around 450 students, currently having 20 classes. The school population reflects our cultural diversity with over 25 different nationalities represented with over 40% of students having English as an Additional language. Our families generally reside from medium to high socio-economic and educational circumstances and have high expectations.
A kindergarten is located on the premises with a consistent enrolment of over 100 children. It has strong links with the school and is a much loved by the community.
The school¿s vision is for each child to become happy, healthy and resilient and well equipped for the challenges of lifelong learning. We aim to prepare them to contribute to broader society, as well as achieve their full academic, creative and social potential. At the heart of Oakleigh Primary School and Kindergarten¿s educational philosophy is the firm belief that all students can become successful learners and we achieve this by providing a welcoming, positive, safe and inclusive learning environment in which everyone is treated equitably, individual strengths are recognised, and all achievements are celebrated.
The school is a leader in teaching positive education, underpinned by the research of Professor Martin Selinger and the PERMA Framework: Positive Emotion, Engagement, Relationships, Meaning and Accomplishment.
The school further developed this work by creating values, linked to PERMA Framework. They are Kindness (Positive Emotion), Connection (Engagement), Respect (Relationships), Responsibility (Meaning) and Growth (Accomplishment).
These values form the basis of the actions in our learning community at Oakleigh. There are 5 norms expected of all students, which are linked to our school values:
Health and Wellbeing, including Positive Education, Respectful Relationships and the Berry Street Education Model, underpins every aspect of our school. We believe that an individual¿s wellbeing is the foundation on which success in life is built. If students are able to develop healthy levels of personal wellbeing, they will be more likely to achieve academic potential; more likely to establish supportive relationships; more likely to make a meaningful contribution to their community and more likely to lead a fulfilling life.
The school provides a stimulating and broad-based education program based on the Victorian Curriculum.
We are committed to maximising each child¿s academic potential complemented by a holistic approach to cater for individual needs. An integrated approach to curriculum planning, teaching and assessment is employed by teachers, with a strong focus on Literacy and Numeracy.
The school employs the Multisensory Structured Language Approach to teach reading, writing and spelling. This is coupled with components of the BIG 6- oral language, phonological awareness, phonics, vocabulary, fluency and comprehension. Embedded into this approach is explicit instruction, use of decodable texts and rich mentor texts to foster a love of reading, reading conferences, independent reading and literature studies. F-2 teachers have implemented the department¿s mandated 25 minutes of phonics instruction. The school uses the 6 Traits to teach writing- Vocabulary Organization, Ideas, Conventions, Excellent Word Choice, Sentence Fluency + Publishing. These are taught through different genres as well as the integrated into phonics instruction each day.
Numeracy is taught daily focusing on the proficiencies in Mathematics- Understanding, Fluency, Reasoning and Problem Solving. There is explicit whole class instruction and students working on differentiated tasks. There is focus on and hands on approach, modelling and mathematical language, building computational thinking, solving problems and undertaking investigations. Use of digital tools and games is used throughout the school.
The Professional Learning Communities (PLC) Approach is used to drive team planning and cohesion. Underpinning this structure is building a culture of collaboration and collective responsibility for teaching and learning programs.
Specialist subjects include Visual Arts, Performing Arts, Language Other Than English (LOTE) - Japanese, Physical Education and STEM (Science, Technology, Engineering and Mathematics). The school has an inviting and well-resourced library, with classroom teachers taking their students each week to borrow books and read the wide range of literature on offer. The school offers a range of extension and support programs based on student needs and has an English as an Additional Language Teacher.
For further information interested applicants are encouraged to visit our website at: www.oakleighps.vic.edu.au