Ed Support Level 1-Range 2

History

Springside Primary School is located in Caroline Springs in the western suburbs of Melbourne, approximately 34 kilometres from the Melbourne Central Business District. The school was originally founded in 2009 as a campus of Caroline Springs College before establishing itself as Springside P-9 College in 2012.  Springside College was a Kindergarten to Year 9 educational setting that was constructed in two stages.  Stage 1 opened in 2009, catering for students from Kindergarten to Year 4 with a total of 154 enrolments. Stage 2 followed in 2010, catering for students from Kindergarten to Year 9 with a total of 570 enrolments.  In 2017 a further transition occurred with the opening of a local secondary college. In 2020, the school opened as the newly named Springside Primary School. Current enrolments are approximately 880 students and steadily increasing.

Our School Motto

Learning Today - Leading Tomorrow

Our School Vision Statement

At Springside we deliver excellence. Our community works in harmony to develop creative learners who think, act and contribute positively to an ever-changing world.

Our School Values

Respect ¿ Optimism ¿ Responsibility ¿ Excellence: At Springside we RORE!

Our School Mission Statement

To embed a Professional Learning Community culture at Springside Primary School, where we work collaboratively and interdependently to significantly improve the outcomes of every child at our college. This will be achieved through:

• having high expectations of ourselves and others in our Professional Learning Community
• a shared belief that all students can and want to learn, and have the right to achieve their full potential
• delivering an authentic Guaranteed and Viable Curriculum that is differentiated to meet the individual learning needs of our students
• authentic and evidence-based assessment practices that are being used to identify and monitor our students' progress and their next learning
• delivering a Twenty-First Century learning environment for all members of our Professional Learning Community
• ensuring a safe and secure learning environment for all members of our Professional Learning Community
• building teacher knowledge, skills and capacity
• utilising research-based best practices and authentic evidence
• providing relevant and timely feedback for staff and students
• monitoring and reflecting on our progress
• recognising and celebrating our successes
• recognising and acknowledging areas for improvement and working collaboratively and strategically to address them

Our Purpose

At Springside Primary School we have a strong focus on student growth across all aspects of their school and beyond school lives. As well as focussing on growth in student learning outcomes, we have our students¿ engagement and wellbeing at the forefront of our actions. Our priority at Springside Primary School is to meet the individual learning needs of every student and to enhance their learning opportunities and achievement. We believe every child can learn and that every child has the right to learn. We take seriously the responsibility we have in ensuring each child realises their full potential and grows to participate and contribute to their future community. This is best achieved by parents, students and staff collaboratively working together in partnership.

SUMMARY OF KEY DIRECTIONS FOR SPRINGSIDE¿S STRATEGIC PLAN (2020-2024)

• Learning achievement and growth for all students
• Guaranteed and viable curriculum
• Assessment for learning
• High impact teaching strategies
• Effective use of the agreed instructional model
• Adult learning using observation, feedback and coaching
• Students as active and empowered learners

For full details of Springside¿s 2020-2024 Strategic Plan and 2023 AIP please visit: https://springside.vic.edu.au/about/policy-practice/

Supporting this strategic direction is Springside's Guaranteed and Viable Curriculum and lesson structure based on Explicit Direct Instruction which underpins our focus on high-quality learning and teaching. To further support this we have a strategic approach to enhance the capacity of our teachers, through the PLC model. We have implemented the School-Wide Positive Behaviour Support approach to enhance the already high expectations we have of our school community.

We would love to find staff who are committed to evidence-based practice with an understanding or interest in the Science of Learning. In 2020, we started our journey towards aligning our curriculum, instruction and assessment practices to the Science of Reading including explicit, synthetic and systematic phonics instruction in Prep-Year One.  Since 2022, our Prep-Two PLCs have focussed on decoding supported by the Little Learners Love Literacy resource and our Year 3-6 PLCs have focussed on encoding supported by Spelling Mastery.  In 2023, we have been shifting our numeracy instruction to an explicit direct instruction model including engagement norms, guided practice and ongoing assessment.  At Springside Primary School we have the best bunch of highly motivated and responsive students, supportive parents and innovative and inclusive staff.

Facilities

School facilities include the Springside Kindergarten complex, over 40 air-conditioned classrooms, full-size gymnasium and performing arts learning area, library, canteen, food and materials technology spaces, a science room, art room and the administration area. Outside, students have open synthetic grass spaces, two playground areas, two basketball courts and many passive playing areas. Information Technology is available throughout the school, with all children having access to mobile computing via wireless internet. There are interactive whiteboards installed in all learning areas and in Years Prep ¿ 6 there is a range of ICT devices and resources allocated to each year level. In 2024, students in grades 3-5 will be participating in a `Bring Your Own Device (iPad) program with the aim of extending this to grades 3-6 in 2025 and beyond.  The school's classrooms are flexible, open design featuring external glass walls that open into common learning areas. Environmentally sustainable, the school's design features cathedral ceilings and louvre windows that provide natural ventilation throughout the campus.  The school also has an impressive Stephanie Alexander Kitchen-Garden program.

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.

5 days - 30 hours per week

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.

• 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.

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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.