AddressChelsea Heights Primary School is located in South Eastern Victoria, 30km south of Melbourne and was originally established in 1900 in what the area was then known as the Carrum Swamp. The current buildings are extensive and well developed, including true flexible learning spaces allowing individual class learning and easy cross cohort integration when appropriate.
The school has 412 students and a staffing profile of 38.97 FTE staff for 2023 and an SFO index of 0.3061.
Eleven students identify as Aboriginal Torres Straight Islander and sixteen students have English as an additional language (EAL).
High Standards: High Expectations drive all practice at Chelsea Heights Primary School underpinned by the values of Respect, Cooperation and Responsibility.
The community is cohesive and aligned behind the school's strategic direction and goal to make Chelsea Heights the best possible learning environment for all students.
Chelsea Heights is determined in its focus of implementing evidence informed approaches to all learning and wellbeing areas with a focus on a calm safe orderly environment and systematic explicit instruction that is supported by a knowledge rich curriculum. Teachers plan in teams.
The school has worked to implement a Multi-Tiered Support System to Literacy and Wellbeing and caters to all students informed by inclusive practices.
Chelsea Heights has excellent specialist programs consisting of Visual Arts, ICT, Physical Education and Japanese.
The school promotes leadership and sustainability and has worked as a community to promote sustainable gardens and a culturally inclusive environment.
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 is a maximum of 6 days.
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.
The responsibilities of this position will be:
* Assist students on an individual or group basis in specific learning areas.
* Work with classroom teachers in developing suitable classroom programs for individual students and attend ongoing briefing with the teacher.
* Prepare basic curriculum resources and materials to support students and classroom teachers.
* Provide basic physical and emotional care for students.
* Assist with the supervision of students in playgrounds, at camps, on excursions, in sporting activities and in therapy sessions.
* Assist with the communication between students and teachers, particularly the interpretation of instructions.
* Participate in the monitoring and evaluation of programs and evaluation of student involvement and achievement. Observe students' performance, and record relevant data to assess progress.
* Attend Student Support Group meetings and any other relevant meetings.
* Assist with toileting and administration of medication of students requiring special care.
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
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.
