SC1    Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2    Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3    Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4    Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5    A commitment to professional learning and growth.

[Attendance requirement for this position]

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices.  Deviation from established procedures will require reference to others for guidance and direction.  Assistance is readily available when problems arise.  An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others.  More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.  Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1.  Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

• Provides coordination support to teachers through rostering and the organisation of the work of a team of aides, including supervision and guidance.
• Conducts routine presentations to parents to assist teachers in communicating objectives and outcomes relating to educational programs and/or students.
• Liaise with external providers of support services.
• Provide medical intervention support that involves a specific medical condition approved by the Department, requires specialised training/instruction that requires regular updating and has clearly defined responsibility for the administration of such support.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

John Henry Primary School Location Statement

John Henry Primary is located on Henry Road, Pakenham, in close proximity to Bridgewood Primary School, Pakenham Lakeside Primary School, Pakenham Springs Primary School and Pakenham Consolidated School which have all been experiencing enrolment growth.

John Henry Primary School is an exciting social infrastructure hub for the growing community. An early learning centre, delivering integrated long day care services, is offered on the school site and operated by YMCA through the New Schools PPP Project. The school also includes a Community Hub space which is managed by the YMCA after school hours to provide Outside School Hours Care services and other community programs to local families and residents.

Edenbrook Secondary College and The Henry Family and Children’s Centre are in operation, adjacent to the school site. This facility is an integrated hub comprising kindergarten, early childhood education, multi-use community rooms and maternal health services. Master planning for John Henry Primary School, including location of the school entrance, ensures smooth transitions between primary and secondary education and the Henry Family and Children’s Centre.

About the New Schools Public Private Partnership (PPP) Project

The John Henry Primary School was one of 15 government schools being delivered across some of Victoria’s fastest growing metropolitan and regional communities in 2017 and 2018 through the New Schools PPP Project.

In line with Government’s education agenda, the Project seeks to:

• Provide improved access to and greater choice of quality school services in growing communities by delivering new school facilities that are exemplary with respect to design and quality. This includes providing flexible, evidence-based learning environments and enhancing the educational opportunities available for all students, regardless of learning needs;
• facilitate community use of school infrastructure and the co-location of additional community facilities and services wherever possible;
• improve maintenance of school facilities and grounds and free up time for teachers and principals to focus on improving student outcomes; and
• Deliver the Project within the specified timeframe and in a manner that maximises value for money to the State, including through designing environmentally and ecologically sustainable facilities that reduce whole of life costs.

Learning Communities Victoria (LCV) has been appointed by Government as the successful consortium to finance, design, construct and maintain the new schools to high contractual standards over 25 years. LCV brings together significant educational design and PPP expertise, including Amber as sponsor, ClarkeHopkinsClarke as architect, and Watpac as builder, Spotless as facilities manager and YMCA and CERES as community partners. Construction will commence on 2017 schools in late 2015.

The facilities have been designed to:

• provide contemporary Learning Communities that facilitate a learning and learner-centred approach and enhance the educational opportunities for all students, regardless of learning needs, through a diverse and flexible range of learning settings;
• support collaborative learning and teaching for professionals;
• support a sense of community and belonging within the school and within the wider community;
• promote and support enhanced inclusion, access and choice for all learners; and
• Be aesthetically pleasing, welcoming and support the physical, emotional and social wellbeing of the students and staff.

Maximising community amenity of school facilities is a priority for Government. Consistent with this, the school gymnasium and other multi-purpose spaces are utilised by the YMCA to deliver a range of community and recreational programs after hours, including Out of School Hours Care and vacation care. A Community Development Officer is also be provided by YMCA at each school to promote and coordinate community use of the school facilities.

Under the PPP model, LCV are responsible for maintenance of the facilities to high standards for 25 years, meaning Principals and teachers will be relieved from the day-to-day maintenance of school facilities and grounds to focus on student learning. An on-site maintenance officer is also provided by LCV to work collaboratively with the school to manage and maintain the facilities to high contractual standards for 25 years.