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Ed Support Level 1-Range 2

Job posted: 27/11/2024
Applications close: 10/12/2024 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: North West Region | Echuca

Job type: Part time / From 28/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1455051

Reference: 1455051

Occupation: Education and Training

Salary Range: Salary not specified

Work location: North West Region | Echuca

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

Position: 15 hours per week

 

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

Other Information

  • 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

 

Please ensure that your application includes:

  • A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • A section addressing the selection criteria and the requirements for application under the Who May Apply section
  • Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

SCHOOL PROFILE

Lockington is a small rural township situated in North Central Victoria, 35km southwest of Echuca. The town is situated in an irrigation district, with dairying being the main type of farming. Lockington is well serviced with educational and sporting facilities. The Community Hall, Heritage Centre, swimming pool and recreation reserve are readily available for school use.

We have a current student population of 141 and teach in seven classes, Prep, 1/2, 3/4 & 5/6. The staffing profile of the school is the Principal, 10 EFT teachers (including Leading teacher), 5.0 Teacher aides, 1.0 Business manager.

Lockington has established itself as a school that provides outstanding opportunities for all of its students. It provides quality programs in all curriculum areas and maintains a strong focus on individualising learning to cater for the needs of all students. An outstanding Performing Arts programs supports the development of student creativity. Our whole school take part in a one-to-one iPad program.

The school also strives to broaden the students¿ horizons through enrichment such as:

·         Camps and excursions.

·         Visits by outside organisations, e.g. theatre groups, choirs, Life Education Van, Maths and Science presentations.

·         Extensive intra and interschool sports programs.

The school has a close working relationship with both the Preschool and local Secondary Colleges and actively promotes transition programs which assists our students as they enter and depart their primary education.

Parent involvement is a key feature of the school. The School Council and Parents and Friends Group are very active in the school and promote opportunities for social contact and enjoyment for families within the school. Parent volunteers add value to a range of programs including; Performing Arts, reading, sports, camps and excursions, as well as working bees, canteen and the school library.

The moral purpose of our school is to provide an environment where each child achieves their very best in a socially inclusive school. All students at LCS have the right to feel safe and be safe at all times. The wellbeing of children in our care will always be our first priority and we have zero tolerance to child abuse and any inappropriate behaviour directed towards children (please refer to the ChildSAFE policies on the school website).

The school¿s philosophy is based on the following values:

Community

Curiosity

Courage

Creativity

Ed Support Level 1-Range 2

Job type:

Part time / From 28/01/2025

Job classification:

Ed Support Level 1-Range 2

Contact:

James Hodgens | 035/486-2474

Ed Support Level 1-Range 2