Selection Criteria

PLEASE NOTE THERE ARE 2 VACANT POSITIONS

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.

When attaching documents through recruitment online please do the following

• Upload all documentation as on attachment: Cover Letter/Resume/Referees/KSC in PDF format
• Name the document as your own name e.g. JOHN CITIZEN

Role

This position is during school hours, with a base time fraction of 20 hours per week. The time fraction can be adjusted up or down depending on the needs of the school. This position is during school hours, with a base time fraction of 20 hours per week. The time fraction can be adjusted up or down depending on the needs of the school. This position is during school hours, with a base time fraction of 20 hours per week. The time fraction can be adjusted up or down depending on the needs of the school. This position is during school hours, with a base time fraction of 20 hours per week. The time fraction can be adjusted up or down depending on the needs of the school. This position is during school hours, with a base time fraction of 20 hours per week. The time fraction can be adjusted up or down depending on the needs of the school.

This position is during school hours, with a base time fraction of 20 hours per week. The time fraction can be adjusted up or down depending on the needs of the school.

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 [email protected]

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

Conditions of Employment

• 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

Location Profile

Mount Pleasant Road Primary School provides a safe, innovative and engaging setting which inspires students to achieve personal growth and feel empowered to make a positive impact on the world around them. We offer continuity of care and learning growth from 3-year-old kindergarten right through to Year 6, as well as before and after school and vacation care programs.

We are committed to excellence in teaching, learning, and wellbeing, and continuous improvement for our students. We maintain high standards in Literacy and Numeracy and provide quality curriculum, co-curricular and extracurricular programs in all other areas, catering for the individual needs and strengths of students. The School Strategic Plan has a focus on improved student achievement in Writing and Numeracy and improving Student Voice and Agency to support student engagement in their learning. Involvement of school families and the wider community is highly valued.

Located in the quiet streets of Nunawading on spacious grounds, Mount Pleasant Road Primary School and Kindergarten boasts state-of-the-art facilities that enhance the educational opportunities for all students.

Teachers work within Professional Learning Communities to plan and implement a sequential, integrated curriculum. Graduate teachers work with experienced teacher mentors to participate in targeted professional learning and a thorough induction process. Interactive technology, including touchscreens, iPads and robotics, are used in every classroom at MPRPS to support student learning and to further engage students. A BYO 1-1 iPad program operates for students in Years 3-6. Programs for our students in Science, Visual and Performing Arts, L.O.T.E. and Physical Education are provided by specialist staff. We also offer instrumental music, a Kitchen/Garden program, interschool sport, PMP, an extensive transitions program, intervention and enrichment opportunities, and a Buddies Program for all levels.

There are myriad opportunities for students to develop leadership skills at MPRPS&K. We place a high priority on student wellbeing, including social and emotional development, and the demonstration of our school values of respect, integrity, inclusion, responsibility and life-long learning. Our wellbeing and values programs are targeted at specific age groups and we are proud to be a Lead School in implementing the Resilience, Rights and Respectful Relationships teaching and learning initiative.

The strengths of the school include the sense of common purpose and direction by staff which sees itself as a true learning community, supportive and strategic leadership, a shared belief that education is a partnership between the school, parents and the students, and a school culture which strives for continuous improvement. There is a very strong team ethos and a focus on teaching and learning to improve student outcomes. Teachers are committed to discovering how best they can meet the needs of all learners. Education Support staff play a vital role in our school community, strengthening our inclusive school culture and creating a safe, engaging and innovative climate for learning. We value our Education Support staff members for the significant impact they have on the achievement, engagement and wellbeing outcomes of all of our students, including those with disability and additional needs.