Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Grampians - Ballarat
Reference: 1542708
Our School
Alfredton Primary School is a thriving government primary school located in Ballarat, Victoria, with approximately 520 students enrolled from Foundation to Year 6. The school enjoys a strong reputation within the local community for providing high-quality teaching, a positive learning culture and a commitment to ensuring every student achieves their personal best.
We are a School-Wide Positive Behaviour Support (SWPBS) school, where positive relationships, high expectations and explicit teaching of behavioural expectations underpin a safe, inclusive and supportive learning environment.
Our school values are:
These values are embedded in all aspects of school life and provide the foundation for student learning, wellbeing and engagement.
Leadership
Alfredton Primary School has a strong instructional and wellbeing leadership structure comprising:
This leadership model ensures a clear focus on improving teaching practice, supporting staff capability and delivering high-quality outcomes for every student.
Learning
At Alfredton Primary School, we are committed to evidence-informed teaching that maximises learning growth for every student. Staff work collaboratively in Professional Learning Teams (PLTs), using student achievement data to plan, implement and evaluate effective teaching practices.
Our comprehensive curriculum delivers high-quality instruction across all learning areas, with a strong emphasis on Literacy and Numeracy alongside specialist programs in Japanese, Physical Education, Visual and Performing Arts, and Science.
Wellbeing and Inclusion
Student wellbeing is central to everything we do. Through our SWPBS framework, explicit teaching of expected behaviours, targeted wellbeing supports and strong partnerships with families, we foster a culture where every student feels safe, connected and ready to learn.
Our wellbeing and inclusion model is supported by experienced leadership, intervention programs, Disability Inclusion processes, Individual Education Plans where appropriate, and a strong commitment to student voice and agency.
Opportunities for Students
Students enjoy a broad range of learning experiences beyond the classroom, including camps, excursions, interschool sport, performing arts, instrumental music, leadership opportunities, lunchtime clubs and a variety of community events. These opportunities encourage students to develop confidence, resilience, creativity and teamwork.
Professional Culture
Alfredton Primary School is committed to developing highly effective educators. Staff work collaboratively, engage in ongoing professional learning and coaching, and are supported to continually refine their practice. We value innovation, reflective practice and collective efficacy, creating a workplace where staff are supported to grow professionally while making a meaningful difference to student learning and wellbeing.
Partnerships
We value strong partnerships with families and the wider community. Parents and carers are encouraged to engage with the school through School Council, parent-teacher conferences, community events and ongoing communication. We believe that positive partnerships between home and school are fundamental to student success.
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.
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