Ed Support Level 1-Range 2 - Integration Aide

Karoo Primary School, established in 1992, is located in Rowville. In 2024 our enrolment is 430, with 20 classrooms and a number of specialist learning spaces.  Our staffing structure includes full-time and part-time teaching staff, ES support and administration staff.  Our 2024 staff consists of one Principal and two Assistant Principals (Teaching/ Learning and Wellbeing/Inclusion). We have three Learning Specialists; the focus of their work is Literacy, Numeracy and Wellbeing.  Classroom programs are designed to support individual needs and are enriched by our specialist programs which include Physical Education, Visual Arts and Performing Arts, LOTE (Mandarin) and Science. In 2023 we also introduced Media and Technologies as a new specialist subject delivered Foundation to Year 6. Wellbeing interventions (Anxiety and Worry / Social Skills / Growth mindset / Grief and Loss) and literacy intervention (LEAP ¿ Literacy Enrichment Assistance Program) are also implemented at the school which support the Structured literacy approach we have embedded from Foundation based on the Science of Reading.  Identified students participate in the High Ability Program, facilitated by a designated leader. Our students are also supported by professional and dedicated staff who encourage and provide opportunities for all students to achieve their personal excellence.

Vision

Karoo¿s vision is to provide high quality teaching, enhanced by PLC collaboration to ensure all students achieve their potential and to be the best they can be.

We collectively work together to improve teaching and learning by:

1. Striving to adopt consistent teaching protocols to enhance positive student behaviour, engagement and learning.
2. Ensuring all learning tasks are purposeful, at point of need, differentiated and challenging.
3. Supporting staff to participate in professional learning and development, to reflect on their professional practice, to encourage and enhance collegiate support.
4. Using assessment tools and data to monitor student achievement, to plan future learning and to inform teaching through embedded Professional Learning Communities.
5. Student voice empowers our students and provides them with the opportunity to give feedback to each other and their teachers. Student agency is focused on giving students responsibility and ownership of their learning.

Values

Karoo Primary School conducted extensive collaboration with the community and developed our values; Kindness, Personal Excellence and Tenacity.

Karoo staff use an Instructional Model to provide high level teaching practices that incorporate HITS.  A key focus of our teaching and learning is the effective use of Learning Walks and Talks across all year levels and specialist programs. The past few years have had a Writing AIP focus to provide Professional Learning to improve our teaching instruction for Writing through using the 6+1 Writing Traits. In 2023 and 2024 we have a Reading AIP focus, supporting structured literacy practices across the school.

Our current Professional Learning teams are English, Mathematics and Wellbeing. The Respectful Relationships Program supports our whole school Wellbeing Program (Resilience Rights and Respectful Relationships). We have embedded Restorative Practices across the school through our partnership with Real Schools. Strong student voice has resulted in a wellbeing dog (Archie) being part of our Karoo community.  Archie is currently in training during 2024 to be a registered therapy dog.  To support and continue to enhance wellbeing at Karoo SWPBS is being introduced in 2024.

High quality specialist programs enhance and support students to explore their interests and talents. Our students participate in weekly Physical Education, Performing and Visual Arts lessons. Our year 3-6 students participate in science lessons with a designated teacher. All students participate in Chinese (Mandarin) and the new specialist subject of Media and Technologies for all students across the school.

Karoo fosters both sporting and arts programs by offering opportunities for students to represent the school in district and regional sports competitions. Student participation in the school choir, instrumental music lessons and `State Schools Spectacular¿ are well supported and enjoyed by our students.

Our outdoor education program is available for students in Years 3 to Year 6.  Adventure camps are the focus for students in Years 3, 4 and 6.  Our Year 5 students participate in an urban camp in the City of Melbourne. Our staff compliment learning programs by organising a range of incursions and excursions, these provide insightful experiences for the students.

We have a supportive School Council who actively participate in a range of sub committees.  School Council is responsible for the effective organisation and daily running of our Outside School Hours Care Program.   School Council, Karoo Parents Association and Karoo Class Reps Programs positively contribute to the establishment of developing a positive partnership between home and school. There is a very strong sense of community at Karoo which is clearly evident in whole school events and fundraising activities. We value the home/school partnership and use a range of communication tools to keep parents informed. Compass is used as a communication platform to connect with our school community.

Student leadership is strong at Karoo; we have appointed Year 6 captains who undertake a range of responsibilities throughout the school. The school and student voice captains assist with the running of the fortnightly assemblies. Other captains assist in the Physical Education, The Arts, Library, Mandarin and Science and Wellbeing programs. Year 6 Captains participate in student leadership lessons across the year with a dedicated teacher supporting the development of their leadership skills.

To further support students to build leadership skills prior to Year 6, we commence leadership development with our younger students. The PLAY Leaders Program provides opportunities for appointed students in Year 5 to undergo training in leadership skills to organise and facilitate play activities for students, with a focus on creating a positive environment for our students.

Karoo Primary School is set amongst inviting and attractive facilities. Our students have a range of places for outdoor play including 3 playgrounds, sandpit for the younger students, a designated prep play area, grass playing areas, active and passive areas, 3 basketball courts and a turf athletics track which will be upgraded early 2024. Our well-maintained learning spaces also include a gymnasium, multi-use space, art room, music room and science room. A well-resourced library is a feature of our school; students at Karoo enjoy opportunities to visit the library at lunchtimes and during their weekly library lesson.

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  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 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

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.