Behaviour Support - Education Support

Thank you for showing an interest in the advertised position at our school. Joining our school provides an excellent opportunity to join a dynamic, committed and motivated professional learning community. We are extremely proud of the culture and community that we have established.

Newbury Primary School is a government school located in the rapidly growing residential area of Craigieburn. The school opened in 2017 with 279 students and now has a student population of over 1200 students. The school is located at the intersection of Newbury and Grand Boulevard and caters for students in Years Prep to 6.

Over 80% of students identify as learners where English is an Additional Language and we provide a range of supports across the school to support them and their families including environmental print, a response to intervention approach to EAL tuition, an Arabic Multicultural Education Aide and connections with external support services. We are committed to promoting an inclusive culture that encourages and promotes an understanding of race, religion, ethnicity, sexual orientation, gender and identity within our school community.

Newbury Primary School is a holistic learning community that provides exceptional teaching and learning experiences.  We are guided in our work by the Framework for Improving Student Outcomes 2.0 and the Timperley Inquiry and Knowledge Building Cycle. Teaching staff work in Professional Learning Communities where they undertake guided inquiries to determine the focus of their work and achieve optimal student learning outcomes. The teaching areas in the main building are divided with quieter small group spaces that complement the connectedness of the classrooms. Flexibility is offered through a variety of diverse spaces, including break out spaces, reading nooks and areas for small group, whole group and individual instruction to better cater to the individual needs of students.

The teaching and learning programs are intellectually challenging, engaging, foster creativity, reflect 21st century approaches and have a strong focus on English and Mathematics. Teachers use a range of student data to complete live planning and curriculum design to ensure the needs of students are met through a personalised approach. The school values academic rigour and has high expectations of all members of the school community, both in academic pursuits and social behaviour. Learning is supported through targeted intervention and development programs.

Student wellbeing and engagement is at the centre of all that we do. Calmer Classrooms provides the foundation to a safe, secure, educationally stimulating, calm and nurturing environment where effort is recognised and intrinsic motivation encouraged.  A range of supports including social skill development, School Wide Positive Behaviours and Respectful Relationships are incorporated into everyday practice to reflect the school¿s holistic approach to learning. We pride ourselves on being a Respectful Relationships Lead School.

All teaching and support staff work collaboratively and are committed to having a shared responsibility for the emotional, social and academic development of every student. Being able to quickly build quality, positive relationships with staff, students and families, is reflected in our values of community and respect.

Our Vision

To provide a dynamic learning community where all students are empowered to learn and achieve personal success.

Our Mission

At Newbury Primary School we are committed to creating a safe, secure, educationally stimulating, calm and nurturing learning environment underpinned by high expectations and the recognition of effort. We focus on the emotional, social and academic development of every student as an avenue of developing confident, creative, compassionate and informed citizens who are actively engaged in their community.  The strong sense of community is evident in the continuous, honest and open dialogue between all stakeholders. Newbury Primary School has a commitment to zero tolerance of child abuse.

The core beliefs we advocate are:

¿Student wellbeing and engagement is at the centre of all that we do

¿A positive attitude to academic and social learning is essential

¿Personal effort is to be recognised and valued

Our Values

The values that define our school community are:

Respect: Demonstrating care and consideration for ourselves and the feelings, opinions, belongings and expectations of others.

Integrity: Demonstrating honesty and trust through personal accountability and responsibility for our actions.

Effort: Demonstrating a positive attitude and the desire and determination to learn new skills, strive for improvement and be persistent.

Community: Demonstrating and promoting a sense of belonging, unity and connection that is strengthened by a clear understanding of the expectations of all members.

Joining Newbury Primary School

Joining our school provides an exciting opportunity for prospective employees with exemplary interpersonal skills and a strong commitment to working as part of our learning community to establish and embed the school¿s values, culture and philosophy. We welcome dedicated educators who are open to learning and to being challenged to accelerate their professional growth.

As a new member of our community, you will be supported through a structured induction program, with a wide range of supports available to assist you in assimilating into our community.

Our school community is fantastically diverse with over 40 different language backgrounds being represented through our families and staff. We have a dynamic allied health community which includes a Student Wellbeing Social Worker, Student Wellbeing Counsellor and Mental Health Coordinator.

It will be an expectation that the successful candidate possess a strong work ethic and support the work of Principal Class in continuing to provide a positive, nurturing, inclusive and stimulating learning environment in our school.

If further information is required, prospective applicants can contact our school's office on 8691 6900 to speak with the Principal, Michelle Nunn.

Please ensure you read the key selection criteria carefully so as to address the correct requirements.

Applications should include a curriculum vitae detailing relevant qualifications and experience, responses to the key selection criteria, and the names and contact details of three professional referees.

SC 1. Demonstrated capacity to support in planning and implementing programs for students with Autism Spectrum Disorder, particularly those displaying challenging behaviour.

SC 1. Demonstrated capacity to support in planning and implementing programs for students with Autism Spectrum Disorder, particularly those displaying challenging behaviour.

SC 2. Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide attendant care to students where necessary.

SC 3. Capacity to work cooperatively with a range of people including teachers, Education Support, students and parents.   

SC 4. Demonstrated skills in nurturing and promoting the health and wellbeing of all students.

SC 5. Ability to demonstrate skills and knowledge in understanding and managing challenging behaviours in a learning environment.

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.  Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3.  Management of staff to achieve the expected outcomes is a key responsibility.  Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.  Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.  Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered.  Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An Education Support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.  Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

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

Hours 8:50am-2:50pm Monday ¿ Friday.

• 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