AddressAshley Park Primary School is located at 105 Orchard Road, Doreen. We are in our sixth year, opening in January 2019 and have an enrolment of 470 students. Our staffing profile consists of Principal, Assistant Principal, Business Manager, 2 x Learning Specialists, 1 Leading Teacher, 23 Community teachers, 3 Tutors, 2 teachers who provide graduate and mentor release each week, a team of 5 specialists delivering PE, Spanish/Drama, Visual Arts and Music/Dance and 18 ES (at varying EFT) who support students, first aid, grounds & facilities maintenance and the office.
The school design is state of the art consisting of our Silver Gum Centre - admin, library and staff facilities and the Eucalypt and Wattle Learning Spaces which are open plan, flexible and adaptive sharing an outdoor learning street. Our Ironbark Sports and Arts Centre includes a full size competition grade basketball stadium and performing arts space. Recently we have also had installed 2 double storey portables that house up to 200 students. The school site is large with ample play areas for the students including an AFL oval, outdoor multi courts, nature play area, sandpit, cubby zone and three playgrounds. Our local community utilise these school facilities outside of school hours. We outsource a before and after school care program that also offers curriculum day and vacation care.
The vision for Ashley Park Primary School is to be `all we can be¿; a collaborative school community formed through strong partnerships that contribute to the engagement, wellbeing and achievement of all students. Our mission is to provide a comprehensive education that empowers our students to contribute to their world, shape their desired future and develop the understandings, skills, capabilities and dispositions that will enable them to be the best they can be.
Our school values are:- Be kind. Be ambitious. Be responsible. Be all we can be.
The school is organised into six learning communities - Foundation, Junior 1 and Junior 2, Middle 3 and Middle 4, Senior (Yr 5 & 6). The structure and organisation continues to be flexible while our numbers in each year level grow. Our teachers work in collaborative teams to plan, implement and evaluate a highly effective literacy, numeracy and inquiry focussed, teaching and learning program for the cohort of learners in their learning community. Each community teacher has a group of students for which they are the contact teacher for parents and families. They also begin and end the day with this group while working with many students across the cohort utilising our like needs groupings approach, throughout the school day.
This is a fabulous opportunity to work in a 21st century learning environment that places the student at the centre, the family at the fore and capitalises on the creativity and expertise of the teaching and education support staff to realise the potential of all.
This position requires working 2 days per week. The days of the week may be able to be negotiated.
For more information please contact Keren Barro on
- phone 8776 0200
- email ***********@education.vic.gov.au
- or go to our website https://www.ashleyparkps.vic.edu.au/
- or facebook page https://www.facebook.com/AshleyParkPrimary/
IMPORTANT: When uploading your application please ensure you upload it as one document that includes your cover letter (optional), response to selection criteria (SC) and resume/CV.
SC1 Demonstrated high level understanding of wellbeing initiatives and appropriate qualifications to undertake functional behaviour assessment (or equivalent), and develop Behaviour Support Plans to support students and staff with implementation of strategies at Tier 3.
SC2 Demonstrated capacity to lead change in the school environment to improve access for students and support implementation of behaviour strategies across the school, in the learning spaces and the playground (Tier 2)
SC3 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the positive behaviour approach at a whole school level (Tier1).
SC4 Demonstrated ability to lead a team of staff, schedule and supervise the work of other support staff, and develop procedures and guidelines relating to the work area.
SC5 Demonstrated capacity to work with the Learning Specialist - Wellbeing and Inclusion, Leading Teacher Disability Inclusion and as part of the wellbeing team to provide advice and support to enhance the school's implementation of The School Wide Positive Behaviour Support initiative and Disability Inclusion.
SC6 Demonstrated capacity to actively contribute to whole school improvement initiatives and a commitment to ongoing professional learning for self and others to enable further development of skills, expertise and capacity in the area of Behaviour Support.
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.
The Behaviour Support Specialist will undertake Functional Behavioural Assessments and develop Behaviour Support Plans.
They will work alongside the Learning Specialist - Wellbeing and Inclusion and work with students, teachers and education support staff to improve student engagement in learning and wellbeing.
They will work onsite for 2 days per week. 0.4 EFT. (Days to be negotiated and dependant on links to other teams in the school)
They will provide support both in learning spaces and the playground.
They will support both the wellbeing team and the Education Support team in their work.
They will participate in Student Support Group meetings where they will work with staff, parents and allied health to improve the learning and wellbeing outcomes for students and families.
They will monitor the implementation of the strategies and supports outlined in the Behaviour Support Plans and update and modify these accordingly in consultation with staff and families.
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
