AddressKingsville Primary School established in 1919 is situated in the City of Maribyrnong. It is located in the suburb of Yarraville, nine kilometers west of the Melbourne central business district in a residential area. For more than a century the school has served the community and has responded to fluctuations in student enrolment along with, significant adjustments to overall demographic and socio-economic changes. The student enrolment currently sits at 450.
School facilities feature a diverse range of classroom arrangements, including the original three story brick structure, two permanent classroom blocks and a number of relocatable learning spaces. There is also a Library, Visual Arts Centre, Multipurpose Hall plus, a school managed building used solely for Out of Hours School Care provision. External facilities include a synthetic oval, grassed, asphalt, shaded and passive play areas. A kitchen garden is an external environment feature with parent, teacher, and student use of this facility.
Kingsville is an 'IB World School' authorized by the International Baccalaureate Organization to deliver the Primary Years Program. Kingsville educators are committed to building a community of active, engaged and compassionate lifelong learners, equipped to meet the challenges of a rapidly changing world and so develop to become responsible global citizens.
Our highly professional and skilled staff work to build a culture of collaborative learning and they are supported in their work by a school community whose members enhance the learning environment in a myriad of ways.
1. Demonstrated knowledge and expertise in assessments, development of interventions and evaluation of programs for students.
2. Demonstrated experience planning and implementing Tier 2 and Tier 3 evidence-based intervention for students with complex needs including collaborating with families.
3. Demonstrated ability to provide advice and deliver professional learning for teachers and Education Support Staff.
4. Proven capacity to communicate and work effectively with students with disabilities, their families/carers, school staff and other key stakeholders to achieve successful outcomes in the delivery of services.
5. Demonstrated knowledge of a broad range of services and resources available for the support of students with disabilities and their families/carers.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
- Manage the delivery of support services to students, teachers, parents and other school clients.
- Ensure all external providers deliver the required service.
· Provide assessment and prepare evidence for individual funding for students.
· Screen and/or assess students with difficulties.
· Complete diagnostic and assessment result reports as per school requirements.
· Liaising with other allied health and medical professionals as required.
· Provide verbal or written assessment feedback to school staff and parents as appropriate.
· Design and deliver inclusive therapy support and intervention in a school environment with implementation supported by teachers, ES staff, and relevant professionals.
· Provide intervention/therapy to both individual students and groups as required.
· Complete written progress notes in accordance with school requirements.
· Liaise with teachers and provide advice on modifying learning tasks in order to best meet student needs.
· Participate and attend SSG (Student Support Group) meetings as required.
· Update and extend knowledge and skills repertoire regularly.
· Other duties as required by the Principal or Assistant Principals.
· Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position.
· Applicants must be qualified as a psychologist, occupational therapist or Speech Pathologist.
· Demonstrated direct counselling experience
· A current Working with Children Check.
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
