SC1    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 where necessary.

SC3    Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

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

SC5    A commitment to professional learning and growth.

[Attendance requirement for this position]

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices.  Deviation from established procedures will require reference to others for guidance and direction.  Assistance is readily available when problems arise.  An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others.  More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.  Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1.  Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

• Assist students on an individual or group basis in specific learning areas.
• Assist with the communication between students and teachers, particularly the interpretation of instructions.
• Provide basic physical and emotional care for students.
• Participate in team meetings.
• Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
• Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
• Assist in the preparation of student resources and equipment.
• Prepare basic curriculum support resources.
• Set up and put away equipment and materials in support of teaching programs.
• Observe students and draw the attention of the teacher to them where necessary.
• Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
• Assist with communication between teachers and non-English speaking parents/students.
• Assist in the translation of documents.
• Assist students with the preparation and service of meals.
• Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
• Assist in the preparation of equipment and purchasing of materials and supplies as required.

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

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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.

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Principal: Gabrielle Zorko

Assistant Principal: Elmarie Pentz and Brock Wilson

Springside Primary School Profile

History

Springside Primary School is located in the City of Caroline Springs in the western suburbs of Melbourne approximately 34 kilometres from the Melbourne Central Business District. The school was originally founded in 2009 as a campus of Caroline Springs College before establishing itself as Springside P-9 College in 2012.  Springside College was a Kindergarten to Year 9 educational setting that was constructed in two stages.  Stage 1 opened in 2009, catering for students from Kindergarten to Year 4 with a total of 154 enrolments. Stage 2 followed in 2010, catering for students from Kindergarten to Year 9 with a total of 570 enrolments.  In 2017 a further transition occurred with the opening of a local secondary college. In 2020, the school opened as the newly named Springside Primary School. Current enrolments are approximately 825 students and steadily increasing.

Our School Motto

Learning Today - Leading Tomorrow

Our School Vision Statement

At Springside we deliver excellence. Our community works in harmony to develop creative learners who think, act and contribute positively to an ever-changing world.

Our School Values

Respect – Optimism – Responsibility – Excellence: At Springside we RORE!

Our School Mission Statement

To embed a Professional Learning Community culture at Springside Primary School, where we work collaboratively and interdependently to significantly improve the outcomes of every child at our college. This will be achieved through:

• having high expectations of ourselves and others in our Professional Learning Community
• a shared belief that all students can and want to learn, and have the right to achieve their full potential
• delivering an authentic Guaranteed and Viable Curriculum that is differentiated to meet the individual learning needs of our students
• authentic and evidence-based assessment practices that are being used to identify and monitor our students' progress and their next learning
• delivering a Twenty-First Century learning environment for all members of our Professional Learning Community
• ensuring a safe and secure learning environment for all members of our Professional Learning Community
• building teacher knowledge, skills and capacity
• utilising research-based best practices and authentic evidence
• providing relevant and timely feedback for staff and students
• monitoring and reflecting on our progress
• recognising and celebrating our successes
• recognising and acknowledging areas for improvement and working collaboratively and strategically to address them

Our Purpose

At Springside Primary School we have a strong focus on student growth across all aspects of their school and beyond school lives. As well as focussing on growth in student learning outcomes, we have our students’ engagement and wellbeing at the forefront of our actions. Our priority at Springside Primary School is to meet the individual learning needs of every student and to enhance their learning opportunities and achievement. We believe every child can learn and that every child has the right to learn. We take seriously the responsibility we have in ensuring each child realises their full potential and grows to participate and contribute to their future community. This is best achieved by parents, students and staff collaboratively working together in partnership.

SUMMARY OF KEY DIRECTIONS FOR SPRINGSIDE’S STRATEGIC PLAN (2020-2024)

• Learning achievement and growth for all students
• Guaranteed and viable curriculum
• Assessment for learning
• High impact teaching strategies
• Effective use of the agreed instructional model
• Adult learning using observation, feedback and coaching
• Students as active and empowered learners

For full details of Springside’s 2020-2024 Strategic Plan and 2022 AIP please visit: https://springside.vic.edu.au/about/policy-practice/

Supporting this strategic direction is Springside's Guaranteed and Viable Curriculum and lesson structure based on the Springside Workshop Model coupled with the Gradual Release of Responsibility which underpins our focus on high-quality learning and teaching. To further support this we have a strategic approach to enhance the capacity of our teachers, through the PLC model. We have implemented the School-Wide Positive Behaviour Support approach to enhance the already high expectations we have of our school community.

We would love to find staff who are committed to evidence-based practice with an understanding or interest in the Science of Reading. In 2020, we started our journey towards aligning our curriculum, instruction and assessment practices to the Science of Reading including explicit, synthetic and systematic phonics instruction in Prep-Year One.  In 2022, the whole school (including specialist teachers) will continue to focus on vocabulary instruction.  Furthermore, our Prep-Two PLCs will be focussing on decoding supported by the Little Learners Loves Literacy resource and our Year 3-6 PLCs will be focusing on encoding supported by Spelling Mastery.  At Springside Primary School we have the best bunch of highly motivated and responsive students, supportive parents and innovative and inclusive staff.

Facilities

School facilities include the Springside Kindergarten complex, over 40 air-conditioned classrooms, full-size gymnasium and performing arts learning area, library, canteen, food and materials technology spaces, a science room, two art rooms and the administration area. Outside students have open synthetic grass spaces, two playground areas, two basketball courts and many passive playing areas. Information Technology is available throughout the school, with all children having access to mobile computing via wireless internet. There are interactive whiteboards installed in all learning areas and in Years Prep – 6 there is a range of ICT devices and resources allocated to each year level. The school's classrooms are flexible, open design featuring external glass walls that open into common learning areas. Environmentally sustainable, the school's design features cathedral ceilings and louvre windows that provide natural ventilation throughout the campus.  The school also has an impressive Stephanie Alexander Kitchen-Garden program.