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:
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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.
- 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:
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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
Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
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
Established in 1855, Woodend Primary School is at the base of Mt Macedon on the northwest side of the Macedon Ranges. A dual campus school, with an annexe at Carlsruhe 7 kilometres north of Woodend. In recent years, Woodend has seen many families move from Melbourne to Woodend which has resulted in fluctuating numbers, ranging from 375 to 450 and with a current enrolment of 377.
Woodend Primary School aims to provide every student with the fundamentals of learning through quality teaching and the provision of a vibrant curriculum, which includes extensive use of ITC and an appreciation of the importance of respecting one another and our environment. Teaching and learning programs are arranged around teaching teams in the Junior, Middle and Senior levels of the school.
A feature of Woodend Primary School is the Carlsruhe Annexe, located several kilometres away in the tiny hamlet of Carlsruhe. Developed around the old Carlsruhe schoolhouse, the annexe provides an alternative rural setting for the Year 4 students. The structure for rotating students through Carlsruhe, is dependent on numbers, as the annexe can only accommodate two classes at one time. There are currently three Year 4 classes, each spending 2/3 of the year at Carlsruhe and 1/3 at the Woodend campus. Students at Carlsruhe continue to work on a curriculum covering all key learning areas, but also includes studies on sustainability, the environment, animal husbandry and conservation/preservation. The children plant and tend their own gardens and look after a variety of animals. All Year 4 students spend Wednesdays at the main campus so they can participate in specialist subjects.
Our current class structure consists of two Foundation classes, four Year 1/2 classes, three Year 3 classes, three Year 4 classes and four Year 5/6 classes. We offer a comprehensive specialist program with students engaging in Performing Arts, Visual Arts, Physical Education, French and Library. Support and extension is provided across the school through the school¿s `Enrichment Program¿, catering for Social and Emotional needs as well as academic needs. A before and after school program is offered through Bug a Lugs, an independent company.
Our school values: Be a Learner, Be Respectful, Be Responsible and Be Safe. Our Curriculum work focussed on improved teacher practice through a process of Peer Observation and Feedback and Learning Walks. All our school improvement priority areas were underpinned by the Du Fours model of Professional Learning Communities in action.
We are committed to ensuring that each student has the opportunity to develop his or her intellectual, physical and social skills in a caring and stimulating environment. The school aims to develop within students, a positive outlook on life, high self-esteem, resilience, a sense of responsibility and community, the desire to strive for excellence and a commitment to continuous learning. These qualities will equip students with the necessary tools to enable them to become active, responsible and caring members of a changing society.
