AddressTate Street Primary School is in the suburb of Thomson, Geelong, which sits between East Geelong, South Geelong and Newcomb. We are located 5 minutes out of the Geelong CBD. Our student enrolments have been quite stable over the past few years. Currently in 2024, we have 176 students enrolled with our current school buildings capacity at 200 students. Of the 174 students, 91 are counted on the NCCD as receiving adjustments. 11 students are eligible for EAL funding (English as an Additional Language), and 7 Aboriginal and Torres Strait Islander students attend the school. Our SFOE Index decreasing from .4272 to .4244. We currently have 5 students in out of home care.
At Tate St. Primary School we hold the care, safety and wellbeing of children and young people as a central and fundamental responsibility of our school. Our commitment is drawn from our school philosophy, mission and values of respect, responsibility, and resilience. Tate St. Primary School is dedicated to the development of each student¿s intellectual, social, and emotional growth. Our primary focus is not to standardise education, but to personalise it, to build achievement on discovering the talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions. This means engaging and working with families and the wider community in the provision of a diverse, evolving curriculum that inspires passion, supports personal growth, and equips students with essential life skills. We empower students to become confident and adaptable life-long learners who are ready to build positive, purposeful futures.
In 2024 Tate Street Primary School will have 9 generalist classrooms. We have a full time inclusion leader who coordinates our programs for disability and mental health and wellbeing. We have 5 part-time Specialist teachers who deliver Art, Music, PE, Science and Auslan. We have a full-time Assistant Principal and 1 Learning Specialist working 1 day per week, with a key role in Numeracy and mentoring our less experienced staff. Our students with additional needs are supported by 9 part-time Education Support Staff and 2 Tutor Learning Initiative Teachers who have a focus on Literacy from Year 1-5. We also have an Education Support staff member who facilitates an Oral Language Intervention Program with small groups of students in Prep and Year 1. We have one Business Manager part-time (0.8) and one Administration part-time staff member (0.4). Their Care offer a high-quality Out of School Hours Care Program for our community running from 7.00-9.00am and 3.15-6.15pm. We currently have no Aboriginal or Torres Strait Islander staff at TSPS.
SC1 ¿ Qualification in social work, counselling, psychology or relevant community health or welfare field (desired not required) or experience in a school setting supporting student welfare.
SC2- Understanding of the common approaches, policies, programs and research relating to Student Wellbeing. For example; Berry St Education Model, Respectful Relationships, Multi-tiered systems of support, The Resilience Project, Zones of Regulation, School Wide Positive Behavior Support framework.
SC3 ¿ Ability to facilitate and collectively implement programs and procedures that address the social and emotional learning needs of students within the school community.
SC4 ¿ Ability to provide confidential, tailored and appropriate individual support to students and staff, including one on one and small group counseling and referral to external agencies as required. For example; Orange Door, DFFH, Allied Health, Bluebird.
SC5 ¿ Demonstrated high level of written and verbal communication skills and high level interpersonal skills including the capacity to construct positive relationships with staff, external agencies and parents as required in the wellbeing space.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
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
