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.
There is no 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
-
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
Please ensure that your application includes:
- 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 who are able to attest to the claims made in your application.
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.
Watsonia North Primary School was established in 1971 and is situated in the safe and attractive residential suburb of Watsonia in the City of Banyule, 17 kilometres North-East of Melbourne. The student enrolment is currently 498, with a ceiling cap of 550 students.
As a school community, we are committed to the following guiding principles:
To provide a safe, stimulating and happy learning environment.
Our students share responsibility for their learning.
There is an emphasis on maintaining high standards in all curriculum areas, with a strong focus on developing literate, numerate, and curious students.
Programs encourage inquiring minds and sound communication skills.
We believe that our ability to maximise each child's potential results from:
A professional and caring staff.
Team planning among staff members.
Professional development programs for staff and parents.
Regular, systematic assessment and evaluation.
A shared expectation about high standards.
High expectations for continued growth and development.
At Watsonia North, we place a high value on academic and pastoral care. An integrated approach to the key learning areas is adopted, and we make provisions in each key learning area for activities which enrich and support learning beyond core knowledge. Special programs which enrich and support the key learning areas are:
Performing Arts Concerts
Cross-age tutoring
School Choirs
Instrumental Music Program
Instrumental Performing Groups
Outdoor Education & Environmental Program (Year 3/4)
Camp Program (Year 5/6)
Inter/Intra School Sport
Swimming Program (Years Prep, 1, 3 & 5)
YMCA Gymnastics Program (Prep and Year 1)
Buddy Program
Perceptual Motor Program (PMP) for Preps
Student Representative Council
Learning Technologies Program
Disabilities and Impairment Program
Student Support and Welfare
Transition Programs
Intervention and enrichment programs
Watsonia North enjoys a high level of parental involvement through School Council and its sub-committees, Parents and Friends Association, assistance in classroom and specialist programs, Canteen, Uniform sales and fundraising. Communication with parents is given a high priority. Parents receive a classroom information letter, written reports on student progress, Individual Learning Improvement Plans and have access to formal and informal parent/teacher meetings throughout the year. Parents are invited to curriculum information sessions and targeted seminars delivered by educational consultants. A comprehensive weekly Newsletter is distributed. The whole school management system Compass enables administration tasks and news to be completed through the portal. Classroom and specialist teachers also use the classroom blog to give real-time accounts of student¿s work, pushed out to parent¿s mobile devices.
An Out-of-Hours Program operates both before and after school each day. It provides excellent care, stimulating activities in a safe, relaxing and enjoyable environment.
All school buildings are well maintained, carpeted, heated and air-conditioned. The school has excellent facilities, including Performing Arts and Physical Education Centre and an art/craft room. The grounds include well-established gardens, shady trees, a large sports oval, grassy play areas, garden/veggie beds, extensive playground equipment, and asphalted areas where a variety of sports and games are played.
