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 - 5 days a week during school hours

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

Established in 1995, Le Page is an attractive school on a vast property comprising green fields, adventure playgrounds and ball courts.

Adjacent to the school is a football oval, netball courts and parkland. Located in Argus Street, Le Page Park is the hub of extra-curricular and sporting activities in Cheltenham. Weeknights and weekends are a buzz with several associations coming together for sporting competitions, and out of school hours our facilities host other creative and educational programs. Le Page Primary School is also the home of the Gould League, an environmental education group.

In 2017, newly appointed principal came with a new vision and mission. The school was relaunched and instantly captured the interest of local families. Leadership is the umbrella term to encompass the many character traits and basic life competencies that parents, business leaders, and educators are voicing as the desired skills necessary to thrive in the 21st century. Leadership is a concept we don¿t normally consider when thinking of young children. However, young children are very capable of learning leadership skills and using them at home and at school. By developing well-rounded children who know their strengths, we help them to unleash their potential to lead their own lives and to influence others.

Through the use of the 7 Habits, students begin to realise that they have control over much of what happens in their lives and can be true leaders. Their choices can affect their day, their relationships, and their future. The 7 Habits empowers even young students to stop and think about their choices and the different outcomes that may come with those choices. Based on timeless principles, the 7 Habits become the ¿hands-on¿ tools students can rely on while on their journey to becoming leaders ¿ of themselves and of others.

OUR VISION

There is a prosperous path for every child. Each journey is theirs to lead. There is a place, in which every child can shine.

OUR MISSION

Identify the talent, develop the confidence and create the leader.

OUR ATTITUDE

Gratitude:
Be thankful for what we have.

Empathy:
Practice random acts of kindness.

Mindfulness:
Keep in the present moment.

What do we live for, if it is not to make life less difficult for each other?

OUR 7 HABITS

• Be Proactive
  (I¿m in charge)
• Begin with the End in Mind
  (have a plan)
• Put First Things First
  (work first then play)
• Think Win-Win
  (everyone can win)
• Seek First to Understand Then to Be Understood
  (listen before you talk)
• Synergise
  (together is better)
• Sharpen the Saw
  (balance feels best)

Le Page Primary is on an exciting journey. Our small school is gaining state-wide recognition with a new and inspirational leader, and a new dynamic staff ¿ we have experienced exponential growth and lead the way in educational excellence.

When you visit us, you will see, hear and feel the difference we are making in the lives of our students.