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.

[Attendance requirement for this position]

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.

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.

• 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

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

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 the following to be selected for an interview:

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 requirement for application under the Who May Apply section

Name and contact numbers (telephone and email if possible) of three referees

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

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.

Established on its present site in 1870, Melton Primary School (hereinafter MPS) currently has a student population of around 630. Originally a rural school, it now services part of the young, growing outer-western suburb of Melton.

MPS has a strong tradition of commitment to, and involvement with, the broader community. We highly value our two-way bond of loyalty between staff and families. Our school community is committed to fostering courtesy, pursuit of excellence, self-discipline and ongoing life values and skills.

VISION

Melton Primary School strives for our students to become active and independent learners by:

Encouraging students to become lifelong learners who value themselves, others and learning.

Promoting a social responsibility, resilience, perseverance and independence.

Providing a nurturing and challenging environment that promotes an enthusiasm for learning and prepares individuals to become reflective and valued members of society.

In order to deliver this core purpose our school will:

Demonstrate exemplary teaching and learning with innovative practices

Build strong partnerships between school, home and the wider community

Respect and embrace the diversity within our community

Recognise and celebrate effort and achievement

Promote a safe and caring environment.

VALUES

To promote our School Agreed Behaviours and all that they encompass which are:

We are active learners

We respect others

We are safe

We are supportive

CURRICULUM

MPS continues to work tirelessly in developing a consistent approach to our curriculum in line with F-10 Victorian Curriculum and DET strategic directions.

At MPS our staff are committed to:

- creating a Professional Learning Community that focuses on learning rather than teaching, working collaboratively and holding ourselves accountable for results.

- developing and implementing a consistent curriculum in literacy and numeracy which fosters high expectations and improves outcomes for all students,

- creating a safe learning environment that encourages the development of confidence, social skills and motivation to learn and

- developing students' skills, knowledge and attitudes necessary for transition through the various stages of schooling.

We provide our staff with high level professional learning through school based coaches. Our staff is committed to ongoing professional learning.

Our caring and dedicated staff members work closely with the wider school community to develop an educational partnership with and for the children. Parents are actively encouraged to participate in both classroom and wider school activities.

FACILITIES

The students of MPS have the benefit of up to date facilities including:-

- A networked ICT system that extends throughout the entire school complex. All of our classrooms have Interactive Whiteboards or televisions installed. An i-Pad program provides support for teaching and learning programs. 

- An indoor swimming complex which has a 6 lane 25 metre pool, toddler pool, change rooms and administration area. Our students are involved in two terms of swimming instruction as well as incidental pool based activities throughout the school year.

- A modern Multi-purpose hall incorporating a gymnasium, before and after school care centre, well-equipped canteen, handicapped toilet facilities, storage areas and offices. The hall is available for hire by community groups.

- A free standing Visual Arts room with facilities and equipment to provide a broad range of activities.

- A competition grade, fully lit tennis court with seating and shade sails provided in the surrounding area. This facility is also leased on a regular basis by a professional tennis coach who provides lessons to interested students in our community.

- Our BER building has 4 learning spaces one being utilised as a Science room, a meeting room, a small staffroom and toilet facilities.

- Large grounds including an oval, soccer ground, tennis and basketball courts, several play areas for specific age groups, safe modern climbing equipment, landscaped garden beds, covered areas and artificial turf.