Learning Support

St Andrews Primary School is a vibrant part of the town where our students are keen to come to school to learn and to be a part of something special. Our small size and location make us a unique place for young people to start their educational journey. We are a small school with 31 students on the outskirts of Melbourne, in the township of St Andrews. We take pride in being a school that focuses on the whole child. Our school community's purpose is driven by our school values: Caring, Responsible and Courageous. Our mission is to create an environment that will provide students with the knowledge, skills and passion they need to be caring, responsible and courageous learners who will positively contribute to their community. Utilising the School-wide Positive Behaviour (SWPBS) framework, and our understanding of the Berry Street Model, we support the wellbeing and development of the whole child in a positive and engaged approach.

Some of our key characteristics: 

• Child-Centred learning - focus on the whole student as an individual
• Supportive and aspirational
• Real learning as the basis of teaching
• Inclusive and accepting
• Community driven
• Welcoming and friendly atmosphere
• Arts integration: Visual Arts, Band and Instrumental Music program
• Specialist Programs in Japanese, Visual Arts, PE, STEM and Sustainability/Gardening
• Learning Intervention and Extension Support

In addition to our diverse learning programs, our students have spacious grounds to play and learn in. We have a full size football oval, tennis and basketball courts, two fantastic playgrounds and a sand and water play area for students to play in. One of our most favoured play areas is cubby land, an area where students work together to build cubbies in our bush setting. 

As a small staff, we are proud to work closely with one another,  working together to increase our skills as a group. Having close links with other schools in the area, we have built strong collegiate relationships that allow us to undertake professional learning and peer observations that develop our skills beyond our own setting. Small schools allow for unique opportunities for teachers and support staff to develop their individual strengths and interests. Surrounded by a uniquely creative community, we pride ourselves on delivering a curriculum that we are passionate about teaching that also enriches the connections and relationships within our wider community. 

Our approach to learning

With 31 students, we have two classrooms and support which enables us to cater for students¿ unique needs.

With a focus on explicit and responsive instruction in the areas of Literacy and Numeracy, we work closely as a teaching team to plan, reflect and deliver the curriculum in a manner that best caters for each learner. Our staff engage in quality planning to prepare for high quality instruction. With a small staff, we work closely to prepare together and work within a network of schools to enable us to achieve our desired outcomes. We plan a knowledge-rich curriculum, which means that we can articulate with clarity the specific content to be taught across all levels and learning areas.

Situated within a creative, engaged community, we pride ourselves on delivering learning opportunities that allow our students to develop their passions and follow their personal areas of wonder. Our teachers are committed to creating opportunities for students to participate in a rich extracurricular program involving; STEM, music, performing arts, visual arts, in-school and interschool sport, instrumental band, Japanese, digital learning, leadership opportunities and community engagement activities.

Please Note: That this part-time position has great flexilbility with regards to how it is worked over the week - with opportunity for start and finsih times to suit the preferred applicant.

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.

This position is for 16 hours, and is a classroom based support position working with primary-school aged students. 

The days and hours each day will be decided in colsultation with the preferred applicant.

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.

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 general health and wellbeing support tasks.

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 and meals
• 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 with appropriate training and guidance if required

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