Sunshine Harvester Primary School is an open plan school situated in Hertford Road, Sunshine. The school operates as a flexible team teaching environment in adaptable spaces. Each open plan unit caters for up to four classes consisting of single year levels.
We provide an outstanding learning environment for the residents of the Sunshine/ Braybrook local areas, serving a diverse community with a high proportion of our students coming from non-English speaking backgrounds.
Our values: Respect, Responsibility and Learning, focus on developing confident learners, and responsible and respectful community leaders within a caring and supportive environment.
We are a SWPBS school. We seek to prevent situations that lead to behaviours of concern, teach alternatives, and reinforce expected behaviours. We have an established SWPBS lead team who oversee and promote a consistent SWPBS framework across the school.
Sunshine Harvester Primary School has some enviable facilities including:
-
A range of modern, air-conditioned, open plan learning spaces
-
Classroom libraries
-
Junior and Senior undercover adventure playgrounds
-
Undercover basketball, volleyball and bat tennis courts
-
1-1 devices
-
Dedicated STEM Room and Art Room
-
Sensory Garden and Think Tank Room
-
Large Multi-Purpose Room
-
International accreditation
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 Demonstrated capacity to support student needs and learning in an open plan learning environment.
SC5 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:
-
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.
-
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 within a classroom setting
-
Supports teachers in the coordination of educational programs independently or under minimal supervision.
-
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
