Wahgunyah Primary School is a small school located in the township of Wahgunyah, nestled on the banks of the Murray River in the wine growing region of North-East Victoria. It is a beautiful place to live and in close proximity to the regional cities of Albury, Wodonga and Wangaratta. Wahgunyah Primary School has an enrolment of 92 students which consists of 5 classrooms.
At Wahgunyah Primary School, our aim is to establish:
- A school community that promotes mental health and wellbeing
- Respectful relationships, belonging and inclusion
- Effective social and emotional learning curriculum for all students
- Opportunities for students to practice and transfer their social and emotional skills
- Collaborative working relationships with parents and carers
- Support for parenting
- Parent and carer support networks
- Understanding mental health difficulties and improving help-seeking
- Responding to students experiencing mental health difficulties.
We are passionate about what we do at Wahgunyah Primary. Through hard work we have created an environment where students are valued as individuals.
Modern Facilities and Equipment - Our school is extremely well resourced which enables us to provide an almost 1:1 ratio of iPads and laptops for all students. We also have more sports equipment than you can poke a stick at and two all-weather synthetic fields to play on.
A Family Friendly Environment - In a small community, the school is such an important aspect. Wahgunyah Primary School has an open door policy. We always welcome parent participation and inclusion. This extends from our whole-school open mornings and celebration nights to our sporting carnivals and other extra-curricular events like the annual ride to Rutherglen. Everyone is welcome. Everyone is valued.
A focus on Wellbeing - We have a Mental Health and Wellbeing Coordinator who works closely with students and families and provides many programs, including art therapy and a breakfast club to support our students.
Specialist Lessons - Our students have access to a wide variety of specialist teachers including Art, French, Science, Sport and Technology/Coding.
SC1. Demonstrated experience with and capacity to perform duties relating to supporting students with additional needs (including but not limited to students with an intellectual disability and/or Autism Spectrum Disorder)
SC2. Demonstrated ability to perform relevant student support activities under the direction of the teacher/principal
SC3. Demonstrated ability to show initiative and be responsive to change
SC4. Demonstrated capacity to work collaboratively in a team environment
SC5. Demonstrated capacity to communicate at a high level with students, staff and families
SC6. A commitment to professional learning and growth
This is a part-time position 9am-1pm, 4 days a week.
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
