Learning Assistant

Glen Waverley Primary School is seeking a dynamic and enthusiastic classroom teacher with a comprehensive understanding of the learning needs of students, a willingness to learn and a passion for teaching and learning to join our proactive, forward thinking and vibrant school.

Our School:

Glen Waverley Primary School is a very proud Internationally Accredited Member of the Council of International Schools (CIS). We are committed to continuous improvement, global education and excellence in all aspects of teaching and learning and school leadership. We have a reputation for high academic achievement, and we are proud of the achievements of our industrious, respectful students which are enhanced by our families who highly value education. Our school is located on the busy arterial of High Street Road in the suburb of Glen Waverley, very close to the major intersection with Springvale Road in the City of Monash approximately 20 km east of the Melbourne CBD.  

Our work and daily practice is driven by our Guiding Statements which provide the frame in which our school operates and comprises of our:

·         Philosophy

·         School Values

·         Motto

·         Purpose

·         Vision and

·         Mission

The composition of our Guiding Statements was strategically engineered to include what we consider are the fundamental elements of why our school exists and the morale purpose and core values that drives `all that we do¿. As such our guiding statements include an overarching definition of what Interculturalism means to us and then the specific language which defines the above elements. 

Our student family occupation (SFO) density is relatively steady at 0.22 and our SFOE is 0.1653 which indicates a community with an overall high socio-economic profile with the percentile ranking above 90, showing a school with a high level of advantage relative to other state schools. The proportion of students with a language background other than English (LBOTE) is significant at 95% with 85% deemed to be learning English as Additional Language (EAL).  Our current families represent 36 different nationalities. The school¿s student profile attracts substantial funds under English as an Additional Language (EAL) and Programs for Students with Disabilities (PSD) and a relatively small amount under Mobility.  The school also receives funds for our international students, which are additional to the SRP funding.

There are approximately eighty staff members across a range of fulltime and part-time positions and together offer a diversity of experience, expertise and a gender balance. Our specialist curriculum areas include Visual Arts, Music, Physical Education, Mandarin, Performing Arts, Wellbeing, Multimedia and STEAM. We also deploy a vast amount of advanced learning programs such as Sport, Art, Music, Mandarin and Maths. We also highly value the use of coaching and subsequently employ a pedagogical coach to assist with teams with their planning.

Our 990 (approximately) students can only be described as children who love their school as they are provided with a rigorous and engaging program that is based on the Science of Learning and a personalised approach.

School Strategic and Annual Implementation Plans ¿ are located on our website. I strongly encourage all perspective candidates to read these and contact me if you have any questions.    

We are extremely proud of our school¿s curriculum as we have whole school approaches to Reading, Writing, Spelling and Mathematics. Currently our focus is deepening these in order to ensure consistent and high-level pedagogical implementation, in conjunction with Student Voice and Wellbeing.

The school¿s Digital Learning footprint is substantial and continually increasing. Flat screen TV¿s are installed in all classrooms, all Prep to Year 3 classrooms have approximately 15 iPads and 6 notebooks and we have a BYOD 1:1 iPad program for students in Levels 4, 5 and 6. Our robotics program is also extensive with approximately 120 robots throughout the school.

Parents are openly welcomed into our school and participation and support has strengthened in recent times including the introduction of a Community Relations (Parents & Friends) committee and attendance at excursions, incursions and classroom support. School Council is very active and enthusiastic and a sense of school pride is evident in the manner in which the school is presented. Corridors are orderly and purposefully adorned with student learning from classroom and extra curricula activities. The school offers a broad range of extra curricula programs and activities.  Before and after school care is also available for families.

Playground areas are located across the multi-level site and students have access to a range of areas including a newly refurbished oval and basketball court, several hard court areas, four sets of playground equipment, and a landscaped central courtyard with sand pit and garden beds that was designed with student consultation.  The classroom facilities are located across five main buildings, two cement brick clad LTC (light timber construction) design, each with a central corridor, a number of relocatable mod 5 buildings, a mod 10 (double story portable). The BER provides seven contemporary learning spaces which house the Prep and Year One students and the Reading Recovery, Advanced Maths and Languages programs. The larger of the LTC wings accommodates the library, art room, Multimedia Room, STEAM room, administration area, sick bay and the staffroom. Most specialist programs are allocated learning spaces including physical education, which has access to the school¿s gymnasium. Several learning spaces are used for oral language, a multimedia room, robotics, science and storage.

Other information

If you have any questions pertaining this position, please contact me on 9802 9938 or via email at: **************@education.vic.gov.au   

We wish all applicants well with the recruitment process.

Frank Catalano

Principal

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.

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.