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: 1524459
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 A commitment to professional learning and growth.
The successful applicant for this position will be required to work 5 hours a day, 5 days a week.
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
Garfield Primary School is a semi-rural primary school located on the fringe of the South Eastern growth corridor. The school has a current enrolment of 135 students. The school is composed of three Learning Centres, a multipurpose facility and an Art / STEM facility. Each learning centre is facilitated by a team of teachers and is based on providing students with an engaging curriculum at their specific level of learning. The school has 9 full-time and 5 part-time teaching staff, a Business Manager and 5 part-time Education Support Staff.
Students at Garfield PS are mostly from the local township in alignment with school zoning regulations, with some students travelling from surrounding areas, including Bunyip, Tynong, Nar Nar Goon and Pakenham.
The school is under the management of a positive, co-operative, and supportive School Council and is ably supported by an active Parents' and Friends' Club and will continue to extend the links between the school, parents, and the wider community.
Garfield Primary School serves a community of diverse socio-economic backgrounds. Currently Garfield PS has a Student Family Occupation and Education (SFOE) index of 0.3987.
Mission Statement
Garfield Primary School is committed to providing a safe, supportive and engaging learning environment. We strive to ensure that all students learn the necessary academic, social and emotional skills to become life-long learners and positive members of society.
School Values
Garfield Primary School is a positive, caring and inclusive space with strong community links. Our school community feels a sense of pride in our student outcomes and connection to the school. Our students are engaged, motivated and strive to achieve. Garfield Primary School is committed to working collaboratively and utilising evidence-based teaching approaches to ensure high levels of learning growth for all students. All decisions are based on the best interests of our students. Garfield Primary School is recognised as a model for best educational practices
School wide Expectations
I am SAFE
I am RESPECTFUL
I am RESILIENT
I am a LEARNER
Teaching and Learning
At Garfield Primary School, we are working towards becoming a Professional Learning Community (PLC). Our school is focused on ensuring all students are provided with targeted and supported learning programs that directly meet their individual needs throughout the curriculum. Teachers work in collaborative teams to regularly analyse learning data and reflect on their own teaching practice to ensure students experience a high-quality education, every day.
Facilities
Garfield Primary School has undergone major physical changes over the past twelve years with the demolition of the original school building and the addition of a new school that includes three learning studios, shared spaces, and a new administration area. Our school boasts expansive grounds for our students to enjoy, with a rural feel due to beautiful natural surrounds. Our Visual Arts/STEM facility and basketball court has also recently undergone an upgrade to their facilities.
Curriculum
Garfield Primary School offers programs from Foundation to Year 6 in covering the Victorian Curriculum. Specialist programs currently consist of Physical Education, STEM, LOTE (Auslan) and Visual Arts. Other school programs include sport, a school camp program and swimming. The individual needs of all students are met through the development of differentiated teaching and learning programs, Individual Education Plans (IEPS) for identified students where required and through targeted Intervention programs.