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:

• 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.

• Carry out allocated activities and tasks determined by the school consistent with role description.
• Participate in planning and preparation with teachers on a regular basis.
• Participate in professional learning activities provided through this initiative.
• Participate in the ongoing evaluation of this initiative.

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

The Department of Education 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.  It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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

Pascoe Vale North Primary School is a government school catering for students from Prep (Foundation) to Year Six. It has a school population that represents a diverse range of socio-economic, cultural and language backgrounds.  

The school has a stable population of approximately 434 students with a SFOE of .3551. The school has approximately 13.8% of students of an English as an Additional Language background,3% Aboriginal or Torres Strait Islander and there are currently 18 students funded under the Program for Students with a Disability.

The school operates 19 classrooms: Prep, Grade 1 and Grade 2 as an individual grade level and composite classes in years 3/4 and years 5/6.

The school strives to provide a balanced education, following the Victorian Curriculum, to provide success for students by providing a range of specialist subjects taught by specialist teachers. The school offers Physical Education, Visual Arts, Italian and Music to all students in Prep to 6. All specialists programs are well equipped with resources to provide an excellent education.

Additional programs such as tutoring, student excellence program, Choir, School Band and a variety of lunchtime clubs are also available to students throughout the year.

The school celebrates community events, which includes events such as Clean-Up Australia Day, Harmony Week, Education Week, 100 Days of School, Book Week, Busking Day, Italian Day and others with parents encouraged to attend events where possible.

The school has established Professional Learning Communities (PLC’s) where teachers learn together. Teachers are involved in cycles of continuous improvement to build their capacity and improve student learning outcomes. They analyse student data and use their collective knowledge, skills and talents to work collaboratively on developing differentiated learning sequences to meet the learning needs of students and to build their personal and interpersonal skills.

Instructional teaching models are used to support program planning, to inform conversations and to guide observations, feedback and reflection of classroom practice. 

We strive to provide students with an engaging, safe, supportive and a productive learning environment. The focus of a growth mindset and student voice and agency will continue into the next School Strategic Plan. Other goals are to maximise learning growth in Literacy and Numeracy and to ensure we develop confident, resilient students equipped to thrive in the contemporary world.

Through our focus on Positive Education and Respectful Relationships we promote inclusion, diversity and positive social interactions and behaviours.
The wellbeing of our students, teachers and families is extremely important to us and are at the core of every conversation. Building relationships is our priority. An element of our social/emotional program incorporates ‘Smiling Minds’ and time for mindfulness each day.

Students can play across the many outdoor spaces, as we have two playgrounds, large sandpit, bat tennis courts, basketball court and a large oval for recreational use. Students are not segregated while in the playground, as all students get along and play harmoniously together.

Pascoe Vale North Primary have an active and enthusiastic parent community and an informed and committed school council that is supported by its range of organised sub committee structures.

The school has a culture of learning underpinned by

‘Learning is a journey not a destination’.