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Form of workSC1 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.
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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.
Avoca Primary school has been a continuous provider of education since first opening on the current site in 1878. For over 140 years students have attended lessons in English, Mathematics, Arts, Science, Technology and Physical Education. Our historic Bastow building continues to draw visitors to Avoca and significant upgrades to our school grounds ensure a safe and secure environment for learning.
Avoca PS is currently located approximately 70 kilometres North West of Ballarat and services the local township and immediate surrounds. The majority of families are involved in farming, the wine industry or many other services that support these industries. Over the past 4 years the local industries have been challenged with pandemic pressures and Government restrictions as well as unseasonable changes with weather including droughts and flooding.
Currently we operate with 5 classrooms with a specialised Science, the Arts and library space for learning. Enrolments have remained steady remaining in the regions of 100 students, with 113 enrolled for 2022. We have limited capacity to increase classroom numbers beyond 6 classes due to current classroom spaces. Upon leaving Avoca Primary School, students transition into Year 7 at Maryborough Education Centre or Highview in Maryborough, it is very rare for students to attend other secondary schools in other areas.
Currently Avoca PS has one Principal Class officer, one Learning Specialist (Higher Duties), 4 Classification 2 class teachers, 4 classification 1 teachers and a Tutor. In addition we have 3 ES working with students with particular needs, one ES 1-2 as a business manager and one ES 1-2 working as a STAP trained language support and intervention officer for students.
Avoca Primary School has a long standing tradition of Student Leadership with opportunities including House Captains, School Captains and Student Voice. Our Student Leaders coordinate many events through the School year including Assemblies, Sporting events, ANZAC and Remembrance Ceremonies as well as fundraising for various charities throughout the year. Student Voice play an integral part in providing School Council and staff with feedback around learning and ways to improve our school. Student Voice were integral in making decisions around the new playgrounds for Avoca PS. In addition to this our senior students act as Buddies to Foundation students assisting with the transition to Primary School.
At Avoca Primary School we have an absolute commitment to providing the highest possible standards in learning for every student. Our unrelenting focus on the foundational knowledge and skills to be a successful student starts at the very early stages in reading and writing right through to Grade 6. Our approaches to English learning include phonemic approaches to reading and spelling, daily direct instruction in reading and writing supported by purposeful learning tasks and differentiated small focus group instruction. We continue to have a clear focus on comprehension strategies for both fiction and nonfiction text in both electronic and print forms. Reading and writing conferences ensure student voice is captured when informing the future direction of learning.
Daily and repeated exposure to all mathematic concepts continues to be a strength of our mathematics program. This rigorous daily practice is fully supported through explicit instruction and high expectations. We apply these concepts through meaningful and open ended mathematic investigations. Every classroom has the materials that ensure mathematical knowledge is constructed through the conceptual and concrete experiences that support meaningful connections. Pedagogy is supported by use of a common language and supporting developmental sequences for learning.
Science and Technology currently inspires curiosity in our learners. Senior students are actively creating models and making the necessary adjustments to meet a criteria as demonstrated by the rocket car construction and racing and ice cream creations. Our junior science program is focused on broadening the knowledge of students combined with discovery during hands on based experiments.
Avoca Primary School is a vibrant part of the local community with students actively participating in local activities including openings, special events, concerts, celebrations and commemorations, including our significant participation in the Avoca Anzac Day and Remembrance Day ceremonies. Our school has a great partnership with local community groups including our breakfast program being ran by Volunteers from the local Country Women's Association, and the Avoca Mens Shed helping the school by offering to cook BBQs for the school events. Now restrictions have eased we are reigniting our connections with the Senior Citizens, Nursing Home and the Town Library visits.
Our Outside School Hours Care Program has begun and school families are beginning to use the service as part of our successful school grant application.
