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Ed Support Level 1-Range 2

Job posted: 04/07/2024
Applications close: 17/07/2024 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | CBD

Job type: Part time / From 04/07/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1423721

Reference: 1423721

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | CBD

Selection Criteria

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.

Role

9-3:30 Monday to Friday 

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

  • 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

Who May Apply

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

EEO AND OHS Commitment

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.

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).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

Child Safe Standards

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

DE Values

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

Conditions of Employment

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

Location Profile

At Brunswick South West Primary School (BSWPS), our purpose is to deliver education where students reach their potential physically, socially, emotionally, intellectually and creatively.  We believe our curriculum should work hard to create rich and developmentally-appropriate programs for our children.  We are deeply committed to state education and firmly believe in a state school¿s capacity to deliver first-rate educational outcomes. Our school is affiliated with Waratah Special Development School which has a Satellite Unit within the school. Waratah¿s students are integrated in a variety of activities across all year levels at BSWPS. 

BSWPS has approximately 430 students. Students come from diverse cultures and backgrounds; the overall socio-economic profile is high and the proportion of students with English as a second language is also high. Our school¿s  atmosphere is typically calm, friendly and welcoming. 

Strong literacy and numeracy curricula underpin all our programs. Information technologies are embedded in the curriculum. Our openness to new ideas and educational research initiatives ensures that our curriculum stays rigorous and lively and that our students are challenged and encouraged to extend themselves.

We offer high quality specialist programs in Chinese, Library, Physical Education and Visual Arts. Complementary programs include Student Representative Council, Interschool Sport, Bike Ed, Intensive Swimming Program, Talking the Talk, chess, gardening and camps.  An After School Performing Arts Program delivers music lessons in a range of instruments and circus/drama classes.  Out of School Hours Care and holiday programs operate on site. 

Our staff is a cohesive team, particularly in the areas of curriculum planning and development, with opportunities throughout the week to team teach. We develop distinctive educational programs based on student learning needs; these promote diversity, inclusiveness and cooperation, and have a positive influence on the school¿s character. 

Parents are valued contributors to the school program and play a significant role in making BSWPS a vibrant, stimulating and friendly place. They support the school enthusiastically in classroom activities and organise fundraising and enjoyable social and cultural events.  The school¿s Art Show and Fete reflect the rich working partnership of the school and its community.  

We value our positive relationship with the local community and encourage the responsible use of our facilities outside school hours. We in turn are regular users of local libraries, galleries, sporting facilities and other schools. Strong links have been forged with Denzil Don kindergarten, where we have a strong Kindergarten to Foundation transition program, including regular use of our school grounds during Discovery Time. 

Our facilities include: the original 1927 three-storey building, recently refurbished; an astutely designed 1970¿s grey brick complex; a large assembly/recreation hall with stage; a state-of-the-art library; designated art room; and networked computers with projection screens throughout the school.  A 1-to-1 Digital Device Program operates for students in years 3 to 6.  The school¿s extensive grounds include passive and active play areas, a vegetable garden and orchard, a large playing field, basketball and netball courts and a new adventure playground.

The school aims to engage, challenge and empower our students so that they become curious, inclusive and respectful individuals.

Ed Support Level 1-Range 2

Job type:

Part time / From 04/07/2024

Job classification:

Ed Support Level 1-Range 2

Contact:

Jacqui Lucas | 93876886

Ed Support Level 1-Range 2