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.

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

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@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 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 to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Templestowe Heights Primary School is situated in the eastern Suburbs of Melbourne with a current enrolment of 445 students and 20 classes. In 2023 we will grow to 22 classes. The school has undergone a refurbishment that was completed in August 2012. Throughout 2022, the school is building a new STEAM and senior building as well as upgrading some existing spaces as part of a government-funded $13million stimulus grant. This new facility will be ready for the commencement of 2023.

The classrooms are designed as flexible learning spaces which open onto shared learning areas. Each level of the school has its own area in which classes and teachers work cooperatively to maximise the learning opportunities for all students. The students are organised in straight grade classes. A strong student wellbeing program ensures students and staff feel safe, secure and supported. An extensive student leadership program includes all levels of the school from Foundation to year six.

Over the past four years Templestowe Heights Primary has undergone a whole-school change initiative that has led to the school being recognised as an Influence School for two consecutive years. Strong growth in learning achievement results over the past four years has been underpinned by a focus of developing teacher skills, knowledge and understandings to enable all teachers to teach their best lesson as often as possible.

The playgrounds are extensive consisting of four playground equipment areas, an oval, STEAM building, synthetic turf courts, commercial kitchen and herb and community garden (including chickens). The school has a gymnasium which is a shared community use facility. The school community assists with the maintenance of our facilities.

Templestowe Heights Primary School has as its motto, ‘inspiring learners for life’. There is a strong focus on developmental learning and consequently providing a differentiated curriculum which provides for the learning needs of all children. We are dedicated to providing the best possible education to our students, with a focus on instructional practice, to ensure that learning for life is achieved. The school’s values are respect, responsibility, courage and persistence. All sections of the school community – students, staff, parents, friends – are expected to strive to be their best in reference to these values.

Templestowe Heights Primary School has a strong focus on literacy and numeracy. Our specialist areas are literacy intervention/EAL, enrichment, Art, Physical Education, Performing Arts, STEM and Italian. Instrumental music classes, swimming programs, lunchtime clubs, camps and after school activities are offered. Whole school activities are significant in that we have biennial events including an Art Show, School Production and School Ball. In 2020 the school was unfortunately unable to celebrate its 50 year anniversary.

The school’s recently introduced positive education enhanced curriculum provides a whole school wellbeing approach by supporting students and adults to develop the tools and strategies to flourish. Student voice is also extremely important at Templestowe Heights Primary. Our leadership program provides our students with an opportunity to be elected to represent our Junior School Council, Environmental committee, School Captains and House Captains.  Empowering children to be active in making decisions about their school provides ownerships that strengthens our school community spirit.

The use of Information Communication Skills across all aspects of learning is integral to our programs. Templestowe Heights Primary School has a combination of netbooks, desktop computers and iPads available for student use. There is a 1:1 iPad program operating for our year five and six students. All classrooms have Interactive Whiteboards.

Parent/carer involvement in the school is essential to Templestowe Heights Primary School. Parents and carers work closely with staff to support their children’s learning at school and at home. A class representative scheme facilitates communication and parent involvement in the school which includes involvement in class programs, excursions and camps, along with School Council and Parents & Friends Committee. Communication includes the school newsletter, website, an online management system, information sessions, assemblies, notices and parent teacher interviews.

Enrolment numbers at Templestowe Heights Primary School are steadily increasing. The school provides a progressive and challenging curriculum that reflects the 21^st century learning skills required to truly inspire our students to continue learning throughout their lives. The teaching staff at Templestowe Heights Primary School are expected to be active members of our learning community, working together in collaborative teams, assuming a collective responsibility for the school’s vision and goals. All staff actively support all school activities and programs.

Templestowe Heights Primary School is seeking a classroom teacher who is committed to teaching and developing their capacity, have a sound work ethic, excellent interpersonal skills and the ability to inspire their students. We are a school who has undergone a journey in instructional change linked to the cognitive research behind the Science of Learning (SoL). These principles are our core beliefs that provide practical implications for the classroom and set our students up for successful learning through Explicit and Direct Instruction (EDI). We are seeking teachers who have knowledge of, or are willing to embrace these research-based instructional practices.