Ed Support Level 1-Range 2

Cardross Primary School was established in 1925 as part of a soldier settlement   situated 15 kilometres south of Mildura and 5 kilometres west of Red Cliffs within a predominantly viticultural community.

Cardross Primary is a rural school with a current enrolment of 109 students and  has a well developed history of community participation.  Its facilities are the major focal point of the Cardross community.  A high value is placed on  parent participation and        involvement to develop and implement programs that encourage a positive, caring atmosphere. It is  expected that the   children of Cardross will leave the school with the skills, self confidence and positive attitude to learning and life that will    enable them to succeed.

Class structures are influenced by enrolments. In 2023, there is a Prep  class, a year 1/2 class, a year 2/3 class, a year 4/5 class and a year 5/6 class. In 2019 the school underwent an $800,000 VSBA upgrade, with classrooms refurbished to  operate as open, flexible learning spaces with an extra flexible learning space available for any class to utilise, particularly for video   conferencing sessions.

There are currently five full time teachers, and a Tutor program is in place for students in need of additional support. Three specialists provide visual arts, music, library skills and physical education. A well-structured camps program is in place for all students, beginning with an excursion, dinner and sleep over at school for Years Prep-2, an overnight camp for Year 3 and a         four day camp for Years 4/5/6. The Snow Trip, Roses Gap and Camp Illawonga are always memorable times for students as they finish their final years at Cardross Primary School.

The school is attractive and well maintained. An administrative area and four learning spaces are located within the main building and a Mod 5 with an attached outdoor learning space provides another open, flexible learning area. The grounds are extensive, covering four hectares and include an oval, basketball courts, sports storage, an asphalted area, sand pit, grassed areas, kitchen garden, chook shed and native bushland. An amphitheatre between the buildings provides a    weather-proofed gathering space, assembly area and eating space. Staff have worked hard in recent years to ensure the school is a pleasant and welcoming environment for children and their families each day. The school is a focal point of the small community and the physical environment is an important component that everyone associated with the school      community can feel proud of.

There are high levels of collective efficacy amongst staff and a shared belief that we all can have a positive impact on     student achievement.  Staff work in highly collaborative structures, where their collective expertise is used to lead the         improvement of student outcomes.  Staff strive as a group to constantly improve their practice through a positive attitude to ongoing professional learning, implementation of evidence based instructional strategies and a shared approach to       planning, monitoring  and assessment.

Irymple and Red Cliffs kindergartens feed into Cardross and the school provides a transition program for the following year¿s Prep students in term 4. Year 6 students exiting the school mostly transition to the secondary colleges at Red Cliffs and        Irymple and feedback is generally very positive about their transition.

There is an active parents group and a school council which meets regularly.  Parents are very active in our school and provide support for the reading programs, the library, and participate in our excursion programs.   Parents¿ Club co-ordinate many fund raising activities. 

Over the last seven years our school has participated in the  New Pedagogies for Deep Learning (NPDL) global research project, based on the work of Michael Fullan. Our goal is to create compassionate  global citizens who have the ability to communicate effectively, think critically and collaborate to     create knowledge and solve real-world problems in an increasingly complex and connected world.

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.

[Attendance requirement for this position]

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.

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