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Ed Support Level 1-Range 2

Job posted: 28/11/2024
Applications close: 11/12/2024 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Geelong

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

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1455252

Reference: 1455252

Occupation: Teacher

Salary Range: Salary not specified

Work location: Geelong

Location Profile

Our school community's vision is to inspire a passion for learning and a commitment to excellence.

 

Our Values:

C    CURIOSITY          Demonstrating a positive attitude towards learning and a thirst for gaining new knowledge

A    ACHIEVEMENT    Continuously striving for the best outcomes in all areas

R    RESPECT             Showing courtesy and respect for each other and our College

E    EMPATHY             Creating and sustaining a safe and supportive community that is the basis for learning

At Bannockburn P-12 College student learning is our highest priority. We believe that all students can learn to their fullest potential. Our students will develop their individual talents and be actively engaged in their learning. They will have the opportunity to be curious and creative. We will collectively and collaboratively build a safe, orderly learning environment that promotes high standards. The pursuit of excellence is the shared responsibility of the whole school community. We will provide students with the tools needed for ¿Learning for Life¿. 

Our College is organised into three sub-schools, Early Years (Prep-Year 4), Middle Years (Years 5 ¿ 8), and Later Years (Years 9 ¿ 12).  Within the Early Years there are composite classes in Years 1 & 2, and in Years 3 & 4 to accommodate the individual learning needs of our students. Each student has a Homegroup teacher and belongs to a Homegroup, Year level cohort, House, and Sub school.  This structure is used to strengthen relationships, promote connection to the College and provide well-being and academic support.  We have an extensive Homegroup program for all students, starting each day with a 20 min Homegroup session, which includes explicit teaching of Social-Emotional skills and the Respectful Relationships program.   The focus on relationships, beginning with the student and their Homegroup teacher, extends across the College to strengthen the partnership between the school and family in supporting students as individuals in their achievements.

Bannockburn P-12 College is located in the township of Bannockburn, 19 km west of Geelong, within the Golden Plains Shire, opening at the beginning of 2018. Our College provides education for primary years students in the local Bannockburn area, as there are local primary schools in the smaller nearby towns. Secondary education is provided in a wider area in the Golden Plains Shire including the neighboring townships.  Bannockburn P-12 College is the only secondary education provider in the Golden Plains Shire.  The College is co-educational, currently with 950 students, comprising of slightly more males than females, and growing to a long-term enrolment of approximately 1100. The College currently has a workforce of 104.46 FTE staff, including  86 FTE Teaching staff, 24 educational support staff and 8 Administration staff and 1.2 paraprofessionals.

Bannockburn College is a Public / Private Partnership school.  The buildings are designed with contemporary learning environments that facilitate a student-centered learning approach. Each Learning Community features a variety of adaptable learning spaces with ICT a strong focus in each space. This allows teachers to design learning experiences that encourage students to move between different learning environments and groupings. These spaces include quiet spaces for teacher/student conferencing; tiered theatrettes for presentation style activities; flexible breakout spaces that allow for group and individual inquiry equally and specialist learning spaces to engage in the application of technical skills and competencies.  The College facilities include a two-court, competition standard stadium, food technology kitchens, wood and plastics technology, science, dance, music, and considerable outside areas incorporating playing fields, basketball/netball courts, and play equipment.

The College staff focus their efforts on teaching and learning excellence, high expectations and achieving exceptional outcomes for all students. Teachers plan in teaching teams, using student learning data to inform their planning and teaching. Curriculum and planning documentation is centrally stored and accessible to all staff. The recently revised College Instructional Model encompasses all subjects at all year levels. Curriculum leaders continued to work with teams on implementing our Guaranteed and Viable Curriculum for consistent planning and teaching to the stage where it is used extensively by all teachers and is a common approach.  Compass, Google Classroom and See-saw are used to support teaching and learning with the introduction of textbooks at secondary years levels this year. The Victorian Curriculum is delivered from Prep to Year 10 with French and Auslan languages offered. Both VCE and VCAL units are offered in Years 11 and 12. Our Later Years elective subjects run on the basis of student choice, with Year 9 and 10 electives combined.  Students have the opportunity for acceleration in selecting VCE subjects in advance. Significant effort is placed on our Later Years course selection process to meet the needs of individual students, increasing their engagement in learning.

Students are supported in their learning by teachers catering to individual differences and ensuring we know each student as a learner and a young person.  Students have opportunities for additional support through Well-being staff in each Sub-school, Mental Health Practitioner in Schools staff, Chaplain, or external providers such as Headspace. Our PSD students are supported through ES classroom assistants and closely monitoring progress in order to continually adapt to the students' needs.

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

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

The College presents an exciting opportunity for the College Leadership Team and staff to exercise a significant influence on the creation of a contemporary school connected to the community and the future effectiveness of learning outcomes of the students.

The over-arching drivers in our curriculum are personalising learning and increasingly building each student’s capacity to direct, influence and take responsibility for their own learning.

 

The successful candidate will need to have the flexibility and adaptability to be able to handle the rigours of working in a growing school.

 

Important information for applicants

  • Applications are strongly recommended to address the specified selection criteria. No longer than one page of standard 12 point text is suggested for each selection criterion.
  • Personal and other information should not exceed 2-3 pages.
  • The applicant’s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.
  • The names and contact details of up to three referees are encouraged to be provided with the application or upon request.
  • Application attachments are preferred in PDF format. Microsoft Word (.doc or .docx) format is also acceptable.
  • Compressed files such as .zip files are not compatible with the Recruitment Online system.
  • Applicants must make every attempt to lodge applications through Recruitment Online.

In the rare case that applicants are unable to access Recruitment Online, e-mail applications will be accepted at  George.Porter@education.vic.gov.au Hard copy applications are not required or encouraged.

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.

Ed Support Level 1-Range 2

Job type:

Part time / From 28/01/2025

Job classification:

Ed Support Level 1-Range 2

Contact:

George Porter | 52811 755

Ed Support Level 1-Range 2