AddressMount Clear Primary School's vision is `We strive to create resilient and successful individuals who are empowered to be themselves.¿ School staff, parents, students and community work together to develop broad thinkers who can apply their skills, attitudes, values and knowledge in a changing world. The values and beliefs that form a basis for education at Mount Clear Primary School include Respect, Care, Honesty and Personal Best. We promote and demonstrate these values in all interactions between all members of the school and wider community.
Mount Clear Primary School is located 5km south of the Ballarat CBD and has a current enrolment of 263 students in Foundation ¿ Year 6 with 29 staff members. This includes 1 principal, 1 assistant principal, 1 Learning Specialist who coordinates the Disability Inclusion Profiles, 16 teachers, 7 education support staff and a Business Manager.
Our school maintains a focus on improving student achievement in Literacy and Numeracy. Learning experiences are enhanced by our specialist program comprising of Physical Education, Visual Art and Chinese.
The staff work and build capacity through Professional Learning Communities (PLCs) which ensures collaboration and collective responsibility for all students. PLCs also ensure that teachers know their students¿ learning needs and use the most effective strategies and tools to guide each learner to the next level of understanding or skills. We are fortunate to have an extremely talented and enthusiastic staff who always strive to improve their teaching practice through professional learning, cooperation and collaboration.
A one to one digital device program is in place from Year 3 to 6.
The school continues to maintain facilities, with a current painting program through some of our spaces and rectifications to our playground equipment.
The current School Strategic Plan focuses on three goals supporting Key Improvement Strategies
GOAL 1: To maximise learning growth for all students
o To monitor and evaluate the impact of teaching practice on student learning outcomes using the PLC approach.
o To strengthen the capacity of teachers to utilise data and inform differentiated and sequential learning.
o To enhance collaboration and cohesion of practice across the school.
GOAL 2: To strengthen learner agency.
o To further build teacher capacity to activate and optimise learner agency.
o To embed a whole school strategy for students to develop and monitor their own learning goals and track progress.
o To enhance authentic learning partnerships between students, families and community stakeholders.
GOAL 3: To enhance the wellbeing of all students.
o To develop a responsive, whole school tiered approach to wellbeing.
o To embed inclusive teaching practices to support diverse student needs.
o To utilise evidence¿based practices to support mental health.
Additional information can be found at http://mountclearps.vic.edu.au/ or by contacting the Principal, Cameron Landry, on 5330 1844.
Applicants are encouraged to attach their resume, Key Selection Criteria and any other relevant information in one document saved in PDF format.
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]
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.
- Liaise with and provide information to parents, staff and students about school administration procedures and policy.
- Provide a document preparation service for the school community.
- Coordinate the distribution of school newsletters, circulars and other documentation to be provided to the school community.
- Provide administrative support for specific school programs.
- Liaise with service providers, welfare agencies and relevant organisations to facilitate student referral.
- Develop and adapt work methods and organise systems of classification, maintenance and ordering in a school resource centre.
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
