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:
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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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Provides routine support for teachers including assisting with planning of student routines
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Supports communication between teachers and parents
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Communicates with teachers on routine matters related to students and/or other responsibilities
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Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
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Communicating with student/s to support comprehension of basic tasks and information
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Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
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Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
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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
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Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
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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
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Merri Creek Primary School situated on the banks of the Merri Creek in Fitzroy North is an inner urban Melbourne school with an enrolment of between 430 and 450 students. In 2018 the School Council, in consultation with the school community, developed a new school vision. `As a school community, we create an environment where students thrive in every way. We support each other as we discover, learn, think, and question. Respecting ourselves and others, we all contribute to our community and the wider world.¿
The vision was designed to tie together elements of the school philosophically and educationally. It was based on many forums with different stakeholder groups in the community over a number of years where it was determined that our students currently;
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Understand the importance of education for their prospects educationally
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Value literacy and numeracy is the cornerstone of education
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Comply with expectations
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Are knowledgeable and care about moral issues and social democracy
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Have a strong sense of personal rights and responsibilities, empathy, and respect for others
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Value creative engagement in the arts
Stakeholders determined that as a community what we want for our students is to be;
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Optimistic about their future and be resilient in times of challenge
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Engaged learners
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Creative, enterprising, and multi-disciplinary thinkers who can approach problems in innovative ways with increasing independence
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Curious and inspired by the process of discovery
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To understand themselves (self-worth, self-awareness and personal identity that allows them to manage their social and emotional wellbeing
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To be active and informed citizens working towards the common good of society
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Employ technologies in learning and respond to the changing ways society shares, uses, develops, and processes information and technology
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Express themselves confidently
At Merri Creek Primary School community, we foster a community of respect through teaching and modelling the values of C.A.R.E (Creativity, Acceptance, Respect and Effort)
Students are organised in classes with Foundation, Year 1, Year 2, Year 3, Year 4, Year 5, & Year 6 as single cohorts and one multi-age class at Year 3/4 due to enrolment numbers.
The school has a strong commitment to student wellbeing, providing a positive and supportive environment for students. A consistent whole school approach to student behaviour develops respect for others¿ rights to learn in a safe, supportive, and orderly environment.
The school has high level academic achievements in Literacy and Numeracy. The Arts are greatly valued and are visible in the highly regarded music and visual art programs. The school values creativity in all areas, acceptance of diversity and developing increasing levels of responsibility for learning directions and behaviour.
Specialist lessons in Japanese, Library, Visual Art, and Music operate school wide. Classroom teachers conduct Physical Education within the teaching program.
Extra curricula activities have included a whole school musical, rock band assemblies and School of Rock performances, lunchtime chess club, Year 5/6 market day, interschool sport, circus skills, yoga, choir, dance, chess club, sustainability activities, a swimming program and school camps.
School facilities include a combination of both ground and double storey buildings, as well as modular classrooms. The main building houses the staff and administration area, as well as classrooms and general-purpose spaces. Year levels are strategically situated near each other.
The grounds provide a variety of active and passive play areas, including a range of adventure playground equipment and general play courts.
