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.

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.

TYPICAL FUNCTIONS

• ·        Work with small groups (suggested maximum size is 2 to 4)
• ·        Help to promote positive self-esteem and worth.
• ·        Assist with activities, excursions and interaction in the school yard.
• ·        Assist with the preparation of classroom materials and resources with teacher direction (including specialist classes).
• ·        Assist with toileting, meals, lifting and administration of medication to students requiring special care.
• ·        Attend Student Support Group Meetings (S.S.G).
• ·        Act as a resource person for Support Services provided by the Department of Education and Training and `outside¿ support agencies.
• ·        Assist in the development and evaluation of Long and Short Term Goals for student Individual Learning Plans. (ILP¿S).
• ·        Assist in the preparation of student resources and equipment.
• ·        Provide a point of contact between the school and the parents of integrated students under the guidance of the Assistant Principal.
• ·        Assist in the set up process for organising files, keeping records, discussions and feedback from teachers
• relating to specified students.
• ·        Attend team meetings.
• ·        Assist in developing an online profile for specified students and ensuring relevant and up to date information is
• included.
• ·        Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
• ·        Undertake additional duties as requested by a member of the Leadership Team.

General Expectations

·          Peruse the DET mail for updated material/advice regarding policy, procedure and guidelines changes

·          Comply with the College¿s policies and procedures

·          Commit to upholding DET¿s Values of Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights in accordance with the Code of Conduct for Victorian Public Sector Employees and Public Administration Act 2004

·          Maintain a healthy and safe working environment in accordance with DET OH&S requirements.

·          Promote the safety and wellbeing of all students, and demonstrate commitment to protecting students from abuse or harm at Dohertys Creek P-9 College, in accordance with legal obligations including child safe standards.

·          Liaise with the Principal and Assistant Principal to undertake relevant staff professional development and training.

·          Undertake other duties relevant to the field of responsibility as requested by the Principal or Assistant Principal.

This job description sets out the major duties and other tasks associated with the stated purpose of the job. Other duties of a similar nature and/or level undertaken within the College are not excluded simply because they are not itemised.

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

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.