Address Job Description
Location: Melbourne | Northern Metropolitan
Job type: Part time / From 29/04/2024 - 09/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1406914
Selection Criteria
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 communicate effectively in a team environment, including high level oral and written communication skills.
SC3 Possess the technical knowledge and expertise relevant to the position.
SC4 Demonstrate how you would go about building on a positive school climate with families, students and staff.
SC5 A commitment to professional learning and growth for both self and others.
Role
Hours of work 8.30am-3.00pm 2 days a week
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.
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.
Responsibilities
Reception , first point of contact for students, parents, staff, contractors and visitors.
Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
Maintain and update office records, enrolment data, diary records, and basic written records
Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
Coordinate the delivery of administrative services within the school
In consultation with the principal, determine and manage work priorities within the school office
Develop and implement strategies to ensure effective administration procedures
Coordinate the implementation of requisitioning, purchasing and issuing procedures
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 marrung@education.vic.gov.au
Child Safe Standards
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
DE Values
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
Conditions of Employment
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
Location Profile
The school vision is to develop global citizens who belong, learn and thrive and is underpin by the values of Caring, Learning, Respect and Enjoyment underpin the school culture. We recognise the importance of the partnership between schools and parents to support student learning, engagement and wellbeing. We share a commitment and responsibility for ensuring an inclusive, safe and orderly learning environment for children and young people.
All staff work collaboratively to deliver a sequential and inclusive curriculum, based on the Victorian Curriculum framework. Our core focus is on the teaching of English and Mathematics by developing pedagogy through unit planning to gain agreement on what good teaching is, and deliver that in every classroom. This is enabled by weekly designated planning times with Professional Leaning Teams meeting collaboratively. We are part of the PLC initiative and the aim is to further strengthen collaboration within teams and across the school.
Student motivation is on the increase, with student voice and agency being key factors of this. The recommendation from students for the introduction of Junior School Council, School House Spirits and Kids¿ Clubs is direct evidence of this. The school has well developed structures in place to support student wellbeing and has introduced School Wide Positive Behaviours approaches. The school presents as an attractive and welcoming environment and student behaviour is very good.
A significant feature of Pascoe Vale South Primary School is the positive school community and supportive parent/carers group. Parents/carers feel a very strong connection to the school. The PVSPS families are very active and take on major responsibilities for the organisation of significant events in the school calendar.
We recruit for culture at PVSPS and are looking for student focused staff who are:
Optimistic
Reflective
Passionate
