Integration Aid - Wimba Primary School New School 2024

Our school

Wimba Primary School opened the first day of term 1 2024.  Stage 1 of the school was built to have a capacity of 525 students.
 

Located between Tarneit and Mount Cottrell and positioned within the Wyndham City growth corridor, Wimba Primary School learning spaces offer state of the art, science and technology facilities, equipped to meet the learning needs of 21st century teachers and students. The school boasts exemplary indoor learning spaces that flow seamlessly out to vibrant outdoor learning environments. Equipped with two full sized outdoor basketball courts, a soccer field, a multipurpose gymnasium and multiple outdoor play spaces, Wimba Primary School leads in innovation and design.

Vision
 

Wimba Primary Schools vision is to develop a connected, inspirational, and supported learning community in a dynamic and stimulating environment where children achieve their potential and become confident and contributing citizens.

Mission
 

Wimba Primary Schools mission is to cultivate excellence in every student through high quality, research informed teaching and learning.

We aim to:

• prioritise developing skills and building capacity in Literacy and Numeracy to ensure that each child has every opportunity to achieve their greatest potential.
• work together as a Professional Learning Community to purposely maintain a relentless focus on continuous improvement of teaching and learning so that our students are curious, immersed, inspired, and engaged in learning that encourages them to thrive and develop emotionally, socially, and academically throughout their school years with us.
• develop responsible and engaged learners with high levels of pride and commitment to our school.
• provide a curriculum that is rich and relevant, and research informed that allows all students to succeed.
• continually generate evidence (data) to ensure the initiatives and programs implemented at the school are yielding positive results.
• develop supportive, positive, and genuine partnerships with our local community so we are partners in learning.
• prioritise positive relationships between staff and students, recognising the fundamental role this plays in building and sustaining student wellbeing.
• develop a climate for learning that supports an appreciation of diverse cultures and supports children to deepen their understanding of, and respect for, differences through respectful curiosity and their friendships with other children.
• have high and consistent expectations of all staff, students, parents, and carers.

 Values
 

Wimba Primary Schools values are excellence, community, happiness, and integrity.

Excellence - We strive to do our best and to continually improve in our learning and our work.

Community - We respect the rights of others, celebrate our diversity, and contribute to building an inclusive and thriving school and community.

Happiness - We value the happiness or all those that play a part of our school community.

Integrity - We are honest, open, trustworthy, and ethical.

Our approach to instruction
 

Teachers at Wimba Primary School are committed to explicit and responsive instruction. Our approach to instruction across the school is flexible but is underpinned by these guiding principles:

• We establish the conditions for learning. Every child has the right to learn in a calm and ordered learning environment. We establish clear routines to minimise disruption and maximise instructional time including, SWPBS.
   
• We build knowledge and secure success. We teach a knowledge-rich curriculum and equip all students with the solid foundations of literacy and numeracy.
   
• Our school is dedicated to the evidence-based pedagogy, and we explicitly teach the elements of phonemic awareness, phonics, vocabulary, fluency, comprehension and handwriting. Planned and sequenced lessons; clear and detailed instructions and modelling; and frequent and systematic monitoring of student progress and feedback to students is part of our daily teaching and learning.

  If you require further information about the role, please contact Paul Schwartz on 0459 882 ***. or *************@education.vic.gov.au 

 Important information to all applicants:

Applications should be submitted as PDF with your cover letter / CV and KSC responses contained in the one document.

Please ensure you include the details of 3 referees within your application.

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.

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.

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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:

 Child Safe Standards: Policy | education.vic.gov.au

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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.