Our purpose is for children to achieve their potential in a safe, inclusive, collaborative and stimulating learning community. We support and challenge our students to be active local and global citizens empowered as critical, creative thinkers to question and challenge the norms for the benefit of their own and others learning. We support their intellectual risk-taking and empower them to face challenges with empathy and integrity.
Our innovative French English bilingual education is internationally recognised as a model of bilingual learning excellence.
Our educational philosophy encompasses explicit instruction incorporating meta-cognitive, met-linguistic skills combining with design thinking; it is child centred, with the firm belief that all students can learn and that all students have the right to be challenged to fulfil their potential.
We embrace the latest research to provide a holistic approach to learning where student achievement continually improves when underpinned by social, emotional, and mental wellbeing.
Teaching pedagogy focuses on the explicit teaching of skills and concepts with gradual release to prepare students to take ownership of their learning. Our students from Foundation to Year 6 are provided with a broad, rich, and differentiated curriculum enabling the character strengths, talents, and learning styles of each student to be harnessed, maximised and celebrated.
A rich range of subjects provide opportunities for every child to shine; students engage in four specialist areas: Visual Art, Science, Performing Arts and Physical Education. Students work in a digitally rich environment with a 1:2 iPad program from Year 2 to Year 6.
Our staff and parents support the provision of the best possible outcomes and learning environments for all. An ongoing partnership between home and school is established and nurtured for every child to foster their social, emotional, physical, intercultural, and academic development as lifelong learners.
Sound technical knowledge and hands-on proficiency in general maintenance, minor building repairs, and grounds/gardening work, with skills in the use of relevant tools and equipment, and the physical capacity to carry out a hands-on role.
Capacity to manage minor projects and works on site, prioritising competing demands and driving tasks through to completion, while remaining mindful of OHS practices and protocols.
Demonstrated capacity to work and communicate effectively with a wide range of people including staff, members of the school community, students, visitors and contractors.
Strong organisational skills and a high level of attention to detail, with the ability to work independently and with minimal supervision, as well as collaboratively within a team environment.
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Demonstrated ability to respond to change and take on other duties as directed by the Principal and/or Facilities Manager
School holiday attendance may be required 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:
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Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
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Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
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Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
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Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
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.
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Maintain school buildings and grounds to a high standard including rubbish and recycling
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Safely operate machinery and equipment as required for this position.
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Maintain safe work practices at all times.
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Carpentry/Building/Renovate/Joinery skills an advantage.
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Minor cleaning and maintenance of equipment.
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Ensure storage areas are in a clean, safe and orderly condition.
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Ensure the physical environment of the school, its buildings and grounds and resources are maintained and rectification of OH&S hazards.
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Carry out regular visual inspections of roofs, roof guttering, drains, toilets, sinks and troughs to identify and rectify problems.
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Mowing of grounds using hand mowers where applicable
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Any other minor repairs i.e. new locks, minor plumbing and carpentry etc.
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Application of chemicals as appropriate for the control of weeds and insects.
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General clean up of paths and outdoor areas of the school grounds.
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Other work as directed by the Principal and/or Facilities Manager.
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
Please ensure that your application includes:
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a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- a section addressing the selection criteria and the requirements for application under the Who May Apply section
- names and contact numbers (telephone and email if possible) of two referees
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
