Address
Form of workGlenroy West Primary School was built in 1958 and is located in Glenroy 16km north of metro CBD. There are new facilities and large grounds that provide for active and positive play, adventure playgrounds, kindergarten and native gardens.
Glenroy West Primary School received $18.12 million to upgrade and modernise the school, including new facilities for an additional 200 students to meet enrolment growth for the 2023 school year.
Glenroy West Primary School is a kindergarten to year 6 school and has a history of excellence in education. This school is very well regarded by the local community and has always had a reputation as an excellent Victorian Government school due to high expectations for both teaching, learning and behaviour. The school has a proven record of achieving high academic standards of education.
The school currently has 345 students with an expected increase in future enrolment to 550 students.
Glenroy West Primary School is an authorised IB (International Baccalaureate) World School for the Primary Years Programme (PYP).
The student population is diverse with thirty languages represented at the school and 65 per cent of students coming from a home where English is not the main language. Our EAL (English as an Additional Language) student population is increasing, and the school has a SFO index of 0.7081. The school has two kindergartens on site which is called York Street Kindergarten operational from 2014 under the banner of the Northern Schools Early Years Cluster. The York Street Kindergarten has an excellent educational program for both three- and four-year-old. There is a strong link between the school and kindergarten to ensure a seamless transition in the Early Years.
The curriculum provides explicit teaching and learning in literacy and numeracy based on the Victorian Curriculum. The school provides an inquiry-based authentic approach to teaching and learning, where literacy and numeracy are embedded. As part of the PYP program a learner profile with a set of attributes and ideals that aim to inspire, motivate and focus learning in the 21st century is promoted.
Specialist programs include Physical Education, STEM, Music and LOTE (Spanish). EAL is provided for students who meet the criteria and tutoring support for these students who require intervention in both literacy and numeracy.
The school offers extra Homework Club as an extracurricular subject and the High Ability Program is also offered for students requiring extension.
Our staff is highly trained, dedicated and professional in upholding high academic, social and personal standards. They constantly strive to ensure that students access The Primary Years Programme (PYP-IBO) curriculum that is both personalised and rigorous. As an accredited IB World School, all teaching staff receive professional training to ensure the programme is delivered consistently at a high level across the school.
The school implements the Kath Murdoch model of inquiry linked to the PYP from Foundation to Year 6. We adopt a forward-thinking approach to curriculum development and delivery so that all students will be engaged in a curriculum that prepares them for their future. We emphasise personalised learning, goal setting for all students, EAL program, literacy and numeracy intervention at the school for those students who require the foundations for language acquisition and further individualized learning plans from Prep to Year 6.
The school has an ongoing focus on developing open teaching spaces by linking pedagogy to practice. All classrooms have interactive whiteboards installed, a one-to-one iPad program from Grades 3-6 with a strong focus on teaching and learning.
The focus continues to be on 21st century learning with the use of flexible learning spaces, teacher practice and working collaboratively with other schools in the Merri-Bek Hume Network in partnership and across the wider system.
The school is excited about the future as we will work together to continuously improve the quality of teaching and learning to achieve high standards of education for all students.
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 is 9.00am -3.15pm Monday to Thursday
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
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.
