Address
Form of workContext
Aitken Creek Primary School is located within the City of Hume, approximately 26 kilometres north of Melbourne. The area is under constant development and has become very urbanised over the last few years.
ACPS opened its doors at the start of the 2011 school year with a total population of 67 students from P-5. The school has attained a steady increase of enrolments since its opening and has a current enrolment of over 1000 students. Destination data shows that students come from 124 different schools, 47 of which are from interstate and 32 from overseas. Student characteristics are culturally diverse with 46 identified languages spoken at home other than English, with the majority being Arabic, Urdu, Hindi, Punjabi, Assyrian and Sinhalese. Approximately 72% of the student population is identified as English as an Additional Language (EAL) with 48% of the student population attracting EAL funding support.
The school leadership and staffing profile evolves every year to address the growth and directly link with the School Strategic Plan priorities. The staffing profile has a mix of expertise however predominantly teaching staff are in the initial graduate years of teaching. Professional learning, coaching and induction processes have been instrumental in ensuring the development of the school culture and the school wide approach to teaching and learning.
Aitken Creek Primary School is a P-6 school located on Grevillea Street Craigieburn. Built under the new Public-Private Partnership (PPP) development, Aitken Creek Primary School is an excellent state of the art learning facility that brings together the best in contemporary educational design and promotes active student-centred learning through the creation of flexible, functional spaces. All teachers work in professional learning communities, framed around the FISO inquiry cycle. They collaborate in teaching teams so that the individual needs of their students are met. We uphold high expectations of all and provide an exciting and inclusive experience for staff, students and families.
Philosophy of Teaching and Learning
· Learning and development is a social, collaborative activity dependent on relationships
· Learning involves active participation, investigation, discovery and construction.
· Meaningful, authentic and relevant context is central to learning
· Motivation for learning is strongly dependent on the learner¿s confidence in their potential
· Environments play a critical role in learning where ideas, values, attitudes and culture are mirrored within them.
School Vision
At Aitken Creek Primary School our students will achieve personal success in their learning and become responsible and productive citizens.
An environment that is caring, safe and supportive will be provided so that each student achieves their full potential.
Parents, students and staff are strongly encouraged to work together in partnership to ensure our students succeed.
The core beliefs that we base our work on are:
· Through effort everyone can succeed and personal achievements are celebrated.
· Active engagement as well as positive work habits and attitudes are essential to learning.
· Social skills are fundamental in the way we interact with each other.
School Values
The values which underpin the actions for the whole school community are:
Respect: Showing care and concern for ourselves, other people, property and our environment. Developing a sense of pride, self-esteem and personal identity.
Teamwork: Achieving success by working cooperatively with others to achieve common and personal goals.
Achievement: Setting goals, showing persistence and taking pride in our achievements.
Responsibility: Showing commitment to our learning by being accountable for our actions.
We embed the School Wide Positive Behaviour (SWPBS) framework that structures our student management, wellbeing and engagement processes and procedures.
Intent
We aim to offer a service to our students and their carers that is responsive and forward thinking, targeting student needs.
Our core business is to offer the most effective teaching and learning program, in a caring and supportive manner which focuses on the explicit teaching of skills and behaviors so that each child can be the best that then can be.
Our facilities and resources will be aligned to our core business and our priorities so that our educators are well equipped to offer the best service possible.
We endeavour to respond to concerns in a timely manner that is solution focused and were possible with mutually agreeable outcomes.
- 1. Relevant tertiary qualification in Speech Pathology, and experience and sound knowledge of speech pathology techniques including assessment and intervention for students with speech, language, communication and literacy needs in a school environment.
- 2. Experience working with students aged 5-12 with a variety of presentations or communication needs, including the ability to provide specialist advice on appropriate goals and teaching strategies for students with additional needs.
- 3. High level organisational, written and verbal communication skills, including ability to complete supporting documentation for Disability Inclusion (DI) Profiles and PSD applications.
- 4. Demonstrated ability to design, deliver and provide advice on intervention programs in a school with implementation supported by teachers, Education Support staff, parents and relevant professionals.
- 5. Demonstrated capacity to work as part of a collaborative, multidisciplinary professional team.
- 6. Demonstrated ability to design and deliver professional learning, for teachers and other relevant professionals, in the area of language and communication.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate Support Levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employees¿ position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Speech pathologist duties include but not limited to:
- Complete in-depth or screening assessments and observations for speech, language, communication, and literacy
- Complete reports and supporting documentation for DI Profiles/PSD applications.
- Work closely with existing Wellbeing Team to provide holistic support to students.
- Assess, prescribe, design, train and implement Augmentative and Alternative Communication systems and strategies (low and high tech) with students, such that communication skills can be facilitated in every class across the day.
- Liaise with colleagues and parents/carers about evidence-based accommodations and strategies to support individual students with communication difficulties.
- Sourcing and developing targeted and effective learning resources for students in collaboration with teachers.
- Liaison with, and referral to, external agencies as required.
- Meeting in a professional learning team with other teachers/ES staff
- Consult with teachers and providing advice about relevant teaching and learning strategies in order to build capacity in relation to speech and language.
- Supporting the Wellbeing Leaders and teachers to develop Individual Education Plans and classroom strategies that meet student needs.
- Providing speech therapy intervention to individual and groups of students.
- Attend Case Management and provide case support.
- Assisting and advising teachers about communication supports and reasonable adjustments and attending Student Support Group (SSG) meetings.
- Collecting student data and keeping up-to-date case notes.
- Document and maintain accurate records and report student progress.
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
- 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
