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 requirement 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:
-
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.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- 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.
- 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.
Responsibilities may include:
-
Provides routine support for teachers including assisting with planning of student routines
-
Supports communication between teachers and parents
-
Communicates with teachers on routine matters related to students and/or other responsibilities
-
Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
-
Communicating with student/s to support comprehension of basic tasks and information
-
Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
-
Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
-
Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
-
Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
-
Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
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
Thomastown West Primary School was established in 1971 and is located approximately twenty kilometres north of the CBD. The school site is adjacent to Thomastown Secondary College, and the schools share some sports facilities and a joint car park.
The Student Family Occupation Index has varied between 0.77 and 0.80. Our current enrolment is 185 students. We have over 40 nationalities represented in our school community, with 44% of our students speaking English as an additional language. In recent years, our indigenous student enrolment has ranged from 7-15%. Each term we hold approximately 70 student support group meetings to reflect on student wellbeing and achievement, as well as collaboratively set goals for Individual Education Plans and/or Behaviour Support Plans.
There are currently FTE 20.7 teachers. Staff include Principal class, a Leading Teacher, Learning Specialist and classroom teachers. There are FTE 8.2 support staff including Office staff, Integration Aides, a Mental Health Coordinator and Primary (Student) Welfare Officer. The Out of School Hours program is outsourced to KidsCo.
Our school continues to implement its¿ strategic direction with a significant focus on improving Literacy, Numeracy and Student Agency. We were thrilled to be accepted into the Teaching Partners program for 2022 and have made considerable progress building teacher capacity with whole school reading pedagogy. Next year, we will utilise PLCs to further improve student achievement in numeracy. Increasing student attendance will continue to be a priority for Thomastown West. Each day 2 hours of Literacy is taught, and 5 hours of Numeracy every week. Our specialist subjects include Performing Arts, Visual Arts, STEM and Physical Education. Our AUSLAN program is immersed throughout all programs and classrooms within the school.
We offer programs such as a Phonological Awareness Program and Literacy Support for students who require extra assistance. We have EAL support for students where English is their second language and who need some assistance. A major feature of the Prep program is Oral Language. We also offer programs that extend and enhance student's abilities, such as Maths Olympiad. We also have specialised music programs such as instrumental lessons, choir and a school band.
After the school was rebuilt in 2011, our classroom facilities offer the opportunity for traditional and flexible learning spaces and 21st Century Learning.
We have a well-established Community Hub and a strong relationship with our community partners: Whittlesea Community Connections, The Smith Family and Reservoir and Preston Adult Community Education (PRACE). The purpose of the Hub is to support the needs of families and students in the Thomastown West Community.
Thomastown West has invested a significant amount of time and resources into developing the School Wide Positive Behaviour framework at our school during the last six years. We are also a Respectful Relationships Partner School and have maximised student learning, optimised engagement and supported wellbeing through the Refugee Education Support Program (RESP), Mental Health in Primary Schools pilot and `Side by Side¿ (VACCA and Berry Street) partnership.
The Thomastown West community is committed to creating and maintaining a positive, safe and supportive environment. By upholding our values (Respect, Responsibility, Resilience, Empathy and Striving to be our Best), we encourage every child to reach their academic potential and social growth in an inclusive and innovative learning environment.
Our school motto is Together Working on Pathways to Success (TWPS). Education is a partnership between teachers, families and the wider community. We work together to ensure all students experience success.
