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
Workdays - Monday, Wednesday and Friday
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.
SPS School Profile for Recruitment Positions
Strathfieldsaye Primary School is located ten km from the centre of Bendigo in a unique rural setting bounded by high quality community and recreational facilities. Our school endeavours to develop independent, confident children by providing learning experiences that promote the pursuit of individual excellence across all areas of the school curriculum.
We have a current enrolment of 540 students. We have 23 classrooms comprising of three or four classes for each year level from Foundation to Grade 6. We employ just over 70 full and part time staff, providing a broad range of experiences and skills from first year graduates to very experienced teachers and dedicated Education Support staff. Our specialist subjects include Visual Arts, Performing Arts, Physical Education, STEM, Digital Technologies, Library Literacy, and Chinese Language & Culture.
The school is a modern teaching and learning facility incorporating a comprehensive computer network to support the provision of information technologies. Flexible learning spaces are utilised in most areas of the school. The BER building provides an excellent space for whole school and community activities.
Our play spaces incorporate an oval, three large adventure playgrounds, two shade-cloth protected sand pits for junior students and covered basketball and netball courts. This area provides a venue for all weather outdoor physical education, sport and assembly purposes.
Our school manages the Mandurang South Outdoor Education Centre and uses it as an extension to our inquiry curriculum programs. Experiences at this site help students develop their capabilities and learner attributes through outdoor activities and build their knowledge of the environment.
The DET High Impact Teaching and Wellbeing Strategies define our pedagogical approach, and guide the development of our learning experiences, curriculum documentation and our assessment and reporting regime. The learner capabilities provide a strong statement about the skills, knowledge and learning dispositions that our students are encouraged to develop during their time with us. Within each of these are focus areas, there are a set of learner characteristics which we endeavour to build with students.
Our students have opportunities to share their voice and to lead their peers through a range of roles and initiatives including School and House Captains, Happy Active Healthy Kids Student Action Team, Junior School Council and Morning Circles, which are conducted regularly in classrooms to focus on problem solving and social skill development.
Strathfieldsaye PS has a positive standing in the local and educational community. It is characterised by a commitment to sustainability, innovative learning and a calm and productive learning environment.
The school is supported by an active School Council, Parent & Friends Team and by the wider community including local businesses and service clubs. We recognise the value of seeking and maintaining strong community connections. We promote and encourage the active involvement of parents and community volunteers to support the running of the school, and the attainment of our teaching and learning goals for our students.
At Strathfieldsaye PS, our vision is to empower everyone to learn and grow in an inclusive community. The philosophy of our school is firmly based on the belief that the best educational outcomes are achieved when students, staff and families work together to ensure the social, physical, emotional and intellectual development needs of students are met. Our school values of caring, optimism, respect and excellence drive our actions, behaviour and attitudes. They are the core of who we are and they help our school community to be our very best.
