Ed Support Level 1-Range 2

Roxburgh Park Primary School opened in 2002 in the developing suburb of Roxburgh Park, approximately 20 kilometres north of the city of Melbourne. It began with an enrolment of 180 students and currently has 412 students, having peaked in 2008 with 628 students. Overall, 46% of our student population is classified as disadvantaged and we have 46% students identified as having English as a Second Language.

RPPS has 24 EFT (Equivalent Full time) teaching staff, 3 principal class and 13 EFT Education support staff.  The school is organised into teaching teams and in 2024 will have 19 classrooms across the seven year levels. Specialist programs operate Physical Education, Italian, Visual Arts & Science. Support programs are provided in Literacy and numeracy as well as Social Engagement.

Our school vision:

·        Roxburgh Park Primary School is committed to providing a safe, inclusive and engaging learning environment that encourages a community of learners who are high achieving and socially and emotionally intelligent.

·        We are committed to Achieving Excellence Together through our school values of Respect, Learning and Cooperation:

o   RESPECT: where students are friendly and caring in their pursuit of personal growth and wellbeing

o   LEARNING: where students are curious, reflective and critical lifelong learners

o   CO-OPERATION: where students confidently collaborate as active citizens in the community

Our school curriculum draws on elements of the Victorian Curriculum to develop and implement a curriculum that is meaningful for students, with a strong commitment and focus on Literacy and Numeracy. The curriculum is designed to allow children to reach their full potential and to give them the skills necessary to continue lifelong learning. The Learning Programs are structured to cater for individual student learning needs, in a supportive learning environment where students are given daily opportunities to read, write, investigate, speak, and listen. We place a great deal of importance on the link between child, teacher and parents. We have a team of dedicated and enthusiastic teachers who provide a supportive learning environment. We are extremely proud of our school and we are sure you will think the same when you come and visit.

Staff work together in Collaborative Teams, working together to develop high quality teaching and learning programs that reflect high impact teaching strategies. Student progress is closely tracked to ensure all students are demonstrating strong learning gains. Learning Intentions and Success Criteria are developed for all sessions, making the focus and indicators of success of the lesson visible to the students.  Feedback is integral in this process, where teachers both give and receive feedback from students, students are often asked to work collaboratively and thus give and receive feedback from their peers and students reflect on their own progress and next steps in their learning pathway.

RPPS implements programs that are organised according to principles of extensive educational research based on the best teaching practices to facilitate student learning. Our teachers see themselves as learners too, building their capacity through professional learning programs that lead to the transformation of practice.  They are involved and engaged in many professional conversations, professional readings and participate in professional development.  Our teachers are reflective about their teaching in order to assess the impact it is having on the students they teach.

The School uses the School Wide Positive Behaviour Support (SWPBS) as a framework that brings together school communities to develop positive, safe, supportive learning cultures. The goal of School Wide Positive Behaviour Support at Roxburgh Park Primary School is to provide a safe and stimulating learning environment in which students can reach their full educational potential in a positive school culture that engages and supports them within our community. 
SWPBS assists to improve social, emotional, behavioural and academic outcomes for children and young people. SWPBS is implemented well, teachers and students have more time to focus on relationships and classroom instruction. Students and staff benefit from: increased respectful and positive behaviour, increased time focused on instruction, improved social-emotional wellbeing, positive and respectful relationships among students and staff, and a predictable learning environment with improved perceptions of safety and increased attendance.

The school has purpose built facilities for Library, Visual Art, Italian, Computers and technology, Science and Physical Education. Our classrooms are a mixture of permanent buildings and portables. The school also has networked computers and iPads in P-2 classrooms enabling individual access within their classrooms. The school proudly runs a 1:1 laptop program for every student in year 3-6, ensuring students are using the tools required for today¿s work places.

The school provides a pleasant learning environment. The front entrance and gardens within the school have added to the appeal of the school. Permanent buildings are aesthetically appealing and provide light and well-ventilated spaces. Temporary buildings are integrated well into the school environment. There are many active and passive recreation spaces for students. A new gymnasium with a full indoor basketball and stage area is located in the school grounds.

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.

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 
• 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

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 (the department) 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 *** or email on: **********@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