SC1    Demonstrate the 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, both in and out of the classroom.

SC3    Demonstrated ability to support students with additional learning needs.

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

SC5    Demonstrated 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 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

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

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

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

• 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

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.

Please note the following:

·         TCPS is a Public Private Partnership Model (PPP) school

·         Professional expectations and commitments are required from staff in the establishment of a new school

·         TCPS is a contemporarily architecturally `Learning Community Design¿

WHEN ATTACHING DOCUMENTS THROUGH RECRUITMENT ONLINE COULD YOU POSSIBLY DO THE FOLLOWING:

• Upload all documentation as one attachment (e.g. Cover letter/Resume/KSC) in PDF format
• Name the Document as your own name e.g. JOHN CITIZEN

About the School / School Overview:

Torquay Coast Primary School is a new PPP (Public Private Partnership) school that opened in 2018.  It is situated in the large urban growth area in the Coast of Torquay, to the south-west of Geelong and approximately 22km from the city centre. Torquay Coast Primary School currently has 664 students.  The school has been uniquely designed to incorporate adaptable spaces and contemporary learning environments, which facilitate learning through a focus on a learner centred approach.  The school curriculum is aligned to the Victorian Curriculum.

The Torquay Coast School provides brand new, state of the art facilities and has been designed, with the local community in mind, to be a gathering place for local families and residents to enjoy community, arts, sports and recreation programs.

The School Pillars are:

·         Strength of Character

·         Mindfulness

·         Respect

·         Acceptance

Features of the school include:

• Learning Communities which provide an environment that encourages students to engage with and take ownership of their learning including informal and quiet reflection, hands on learning, centralised presentation space, formal or direct instruction and outdoor learning spaces.
• Embedded environmental sustainability education via the CERES Resource Smart Schools program initiative.
• An expanded gymnasium, built to netball Victoria competition standards.
• An Early Learning Centre run by the YMCA that will facilitate transitions between early childhood learning to primary education an additional multi-purpose space that will be used by the school during school hours and will be used by the YMCA out of school hours to provide a range of community services and programs
• Outdoor hard courts and sporting fields.
• Additional conference and meeting spaces for local community use.

Teachers and students work in Learning Communities to create flexible teaching options and to better cater for the individual needs of all students. All teachers are required to adopt a shared responsibility for all students within the Learning Community. Teachers and support staff work hard to provide a teaching pedagogy reflective of 21st Century designs, including ICT rich environments and Personalised Learning for all students.

The school implements exemplary programs and is seen as a prominent school in the areas of STEM, sport, Literacy and Numeracy, together with The Arts. The curriculum and teaching strategies encourage our students to have high expectations of themselves and their work, and to produce their best.

The school has been designed as a community hub and encourages community use and additional community facilities and programs through a partnership with the YMCA, CERES and Spotless. The relationships between the staff, students, parents and the community will be a fundamental strength of the school.

Torquay Coast Primary School is an exciting social infrastructure hub for the growing community.

About the New Schools Public Private Partnership (PPP) Project

Torquay Coast Primary School is 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.

·         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, Watpac as builder, Spotless as facilities manager and YMCA and CERES as community partners.

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.

·         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 will be 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 will also be provided by YMCA at each school to promote and coordinate community use of the school facilities.

Under the PPP model, LCV will be 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 will also be provided by LCV to work collaboratively with the school to manage and maintain the facilities to high contractual standards for 25 years.

Establishing the New Torquay Coast Primary

Torquay Coast Primary School presents an exciting opportunity for the appointed staff to exercise a significant influence on the ongoing creation of a highly collaboratively and contemporarily structured school. Our school is connected to the local community and environment in order to achieve the best possible learning outcomes for its students.

Successful candidates will need to have the flexibility and adaptability to be able to handle the rigours of working in the initial development of a newly established school. They will also need to be able to work collaboratively in a contemporary, adaptive spaced learning neighbourhood.

Successful candidates for teaching positions will be expected to support the work of the Principal in establishing a strong and positive culture in the early stages of our developing school.