AddressMorwell Central Primary School is located close to the Morwell Leisure Centre precinct, in the Latrobe Valley area of Gippsland. The current enrolment is 402 students with a teaching staff of 34 and 35 support staff. There are 18 home groups operating in the school, which form four Learning Hubs that are collaboratively owned by all. These Hubs are Foundation, 1-2, 3-4 & 5-6. Students are grouped for literacy and numeracy based on their learning needs and work with all teachers within the Learning Hub. Learning needs and groups are determined by pre-assessments. Staff know where students are at developmentally and scaffold their learning so all students can make progress. These groups are flexible and regularly change.
The proportion of single parent families and blended families in the school community is high. The school¿s Student Family Occupation [SFO] index is 0.75. The school believes that for students to be successful and Ready to Learn, staff need to build student¿s learning and coping strategies, increase their ability to remain emotionally regulated, and to help them recognise and understand their reactions and responses. These skills are deliberately taught across the school, so students are Ready to Learn and know how to positively impact their own learning and others¿ learning. All students spend the first half hour of the day with their home group and teacher; participating in a range of activities and discussions that focus on getting Ready to Learn.
Morwell Central Primary is a school with high quality, dedicated staff, who strive to ensure all students reach their full learning potential. Morwell Central offers a broad range of curriculum programs with a special emphasis on developing the essential skills of Literacy and Numeracy. Students participate in specialist programs, which include Performing Arts, Music, Information Communication and Technology, Physical Education and Design Technology.
The school fosters an environment where students are encouraged to take ownership of their learning. Through the implementation of the Developmental Curriculum Model in the P-2 Learning Hubs and the Inquiry Based Learning Model in 3-6 Learning Hubs, all teachers promote individual learning where students are supported to explore, inquire and reflect. Morwell Central Primary promotes and supports the vision of a curious, connected learning community.
At Morwell Central Primary School, staff believe everyone has the right to fully participate in an educational environment that is safe, supportive and inclusive. Underpinning all behaviours within the school are the core ASPIRE values of Acceptance, Support, Persistence, Individual Responsibility, Respect and Excellence. Teachers deliver explicit lessons focused on these values and in turn develop a common language that supports our values and beliefs as a school.
Morwell Central Primary School also implements a program called Rethink and Reflect, which aims to improve the social functioning of all children. The Rethink and Reflect program focuses on teaching children good communication, problem solving and behavioural skills. All staff have high expectations, build positive relationships and are fair and consistent.
The school recently underwent a school review and have a new School Strategic Plan and Annual Implementation plan. This has shifted the school¿s improvement focus to Numeracy, further developing inclusive practices, and increasing student agency in learning.
Morwell Central Primary School has an Early Childhood facility on site, which is operated by Goodstart. Both the school and the early childhood facility are supported through a formal arrangement with Our Place, who seek to build community connections on site. This collaborative approach has enabled increased community connections through community workshops and the provision of various services which operate on site, including but not limited to, paediatric support, speech pathology, community nursing, occupational therapy, and psychology.
SC1: Hold a Certificate IV in Allied Health Assistance or other relevant tertiary qualification, study or experience in assisting Allied Health Professionals in a paediatric speech pathology setting.
SC2: Demonstrated capacity under the guidance of Allied Health professionals to implement high quality programs relevant to the role.
SC3: High level organisational skills in prioritising tasks with a demonstrated ability to work independently and manage time effectively.
SC4: Demonstrated capacity to work cooperatively within a multidisciplinary team comprising teachers, therapists, education support staff, parents and carers.
SC5: Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people including students with AAC.
SC6: Demonstrated commitment to ongoing professional development, particularly in the area of Speech Pathology.
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.
· To implement and monitor therapy plans provided by therapists within the school setting to support teachers and assist students to access the curriculum.
· Support therapists in a broad range of tasks including assistive technology and resource development.
· Maintain appropriate records and provide written and oral reports in line with school policies and procedures.
· Perform routine administrative activities and basic student program documentation.
· Assist with coordination and planning of student routines.
· Support Allied Health staff to deliver professional development programs for staff in the areas within the scope of practice of Allied Health.
· Cleaning, maintenance, and management of equipment as required.
· 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 as required.
· 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.
· Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
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 *******@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
