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: 1484501
Our Vision
Our school community is an engaging and inclusive environment inspired by shared responsibility, collaborative spirit and a continuous commitment to becoming the best version of ourselves.
Our Motto
Together we learn.
Our Values
Respect, resilience, responsibility, reflection.
Our School
Our school motto is together we learn. The building of a truly successful educational environment is achieved through a partnership: a partnership between the parents, the school, the student and the community. This four-way partnership is central to effective learning and we endeavour to build strong relationships with all stakeholders in the school community.
Our aim is to develop confident and independent learners who take pride in and responsibility for their learning. We personalize the learning of our students to maximize their learning growth, focusing strongly on the development of key literacy and numeracy skills. Equally, we strive to develop the social and emotional capabilities of our students to ensure they are happy, motivated and thriving in school and beyond. We make sure learning is FUN!
Teaching & Learning
In literacy, we adopt 'Little Learners Love Literacy', a research based Structured Synthetic Phonics program in the Early Years and our whole-school approach to literacy places emphasis on the `Big 6¿- Oral Language, Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension.
In numeracy, emphasis is placed on the Mathematics Proficiencies- Understanding, Fluency, Problem Solving and Reasoning and our teachers provide explicit instruction in the Big Ideas in Mathematics.
Specialist programs at the school include Indonesian, Physical Education, Visual Arts, Performing Arts and STEAM.
Learning is a lifelong journey and at Rowellyn Park, our staff are committed to continually developing their practices to ensure they achieve the best possible outcomes for the students. Across our curriculum programs, teachers ensure there is ongoing monitoring of student needs to target teaching and a tiered response to intervention and learning enhancement. This is achieved through our Professional Learning Communities (PLC).
Wellbeing
At Rowellyn Park, we follow the school-wide positive behaviour program (SWPBS), based on our co-constructed expected learning behaviours. The pillars of the SWPBS framework include our school-wide acknowledgement system The Rowellyn Road, our Consistent Response to Student Behaviour approach and the consistent implementation of strategies from the Berry Street Educational Model, including the Welcome Circle.
Students are part of either the Junior (Prep-Year 3) or Senior (Years 4-6) sub school, with a dedicated team made up of an Assistant Principal and two Learning Specialists available to support the learning and wellbeing needs of the students in each sub school.
We have an Inclusion and Wellbeing Learning Specialist who oversees disability inclusion and inclusive practices across the school, with the support of Therapy Dog Murphy. We have a Year 6 Student leadership team and a Student Representative Council (SRC), with class representatives from across the school.
School profile and Location
Working within the Northern Peninsula Network, as part of the Bayside Peninsula Area, we are located in the South-Eastern Region and have 757 students enrolled. Of that number, 0.53% are non-English speaking, 1.98% have an indigenous background and 3.43% have a disability.
The staffing profile of Rowellyn Park Primary School includes a Principal, three Assistant Principals, Five Learning Specialists, 41.98 full time equivalent (FTE) teaching staff and 20.52 FTE Education Support staff.
The confirmed school 2024 Student Family Occupation Education (SFOE) index is 0.4194.
The school's F-10 curriculum framework incorporated the eight learning areas required by The Education and Training Reform Act 2006 aligned with the Victorian Curriculum.
The school provides an accredited Out of School Hours Care Program.
Additional programs include Sports and Athletics, Bike Education, Dance, Drama, Choir and Runners' Club.
The school's buildings are designed around the perimeter of a central courtyard which includes seating and play areas. The classrooms are structured in pairs to promote team learning, flexible groupings and a collaborative learning environment. Our facilities include a designated, two storey STEAM centre and a new state-of-the-art gym. The school grounds offer a range of outdoor play areas for the students, whilst providing a quiet sensory space during break times.
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.
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