Teacher Aide

Birralee PS is committed to providing a safe, supportive, and inclusive environment for all students, staff, and members of our community. Our school recognises the importance of the partnership between our school, and parents and carers to support student learning, engagement, and well-being. We share a commitment to, and responsibility for, creating an inclusive and safe school environment for our students.

VISION

Birralee PS¿s vision is to empower students to be confident, curious learners who feel supported and able to meet the challenges at school and beyond. Our purpose is to provide students with skills, abilities, and attributes to sustain ongoing learning, and to be successful and effective contributors to their future society.

MISSION

Our mission is to provide a safe, supportive, and inclusive educational environment where students have the right to fully participate in all learning and activities. The school community will support, enable, and encourage students to achieve the best learning growth and personal successes that they are able to accomplish.

VALUES

At Birralee PS, we value diversity, responsibility, kindness, integrity, endeavour, and achievement.

Our School Declaration encapsulates our shared beliefs about our principles and is learned by all students in order to assist them to recall the agreed values of our school.

The School Declaration (below), is recited each week at an assembly:

                       ¿At Birralee we learn to live and work together, to be responsible and think of others,

                       To respect our community, to care for the environment, and strive to achieve our goals¿

INTENT

Given the findings from our self-evaluation and review in 2019, the school's priorities are ensuring improvement in Literacy and Numeracy outcomes for every student, particularly with respect to numeracy, writing, and reading. The school is also working to improve student voice, agency, and leadership as well as student engagement and well-being.

RATIONALE

Through fieldwork and analysis of the school¿s Panorama Report, the school's ATOSS, planning documents, and NAPLAN, the 2019 review identified that teachers needed to further enhance confidence in the use of data so that data could inform teaching, learning, and assessment, as assessment was currently predominantly summative. The review also identified a need for a more consistent instructional practice model across the school. Also recognised was a need to enhance student voice and agency, and autonomy, in learning, and that students required more clarity and direction in setting learning goals.

FOCUS

The 2019 ¿ 2023 Strategic Plan¿s focus has been on:

¿Further developing teacher capacity to effectively use data to inform teaching and learning,

¿Further developing and embedding consistent instructional models and teacher practice in literacy and numeracy,

¿Building teacher and student knowledge and understanding of student voice and agency and incorporating student voice and agency into planning    processes,

¿Further developing and embedding student well-being initiatives.

The 2023 Annual Implementation Plan is focused on:

¿Student learning - with an increased focus on numeracy - and student wellbeing.

¿Embedding a consistent culture of high expectations and learning challenges for all students

¿Embedding a consistent approach to instructional practice

¿Building teacher capacity to use data to inform teaching, learning, and assessment at student point of need.

Birralee Primary School was established on this site in 1970.   From 2008 to 2013 enrolments remained in the low 160s but since then, growth has been rapid. We now have an enrolment of 593 students. The school was initially given an enrolment cap of 550, but that cap has now been discontinued, the Department of Education¿s Long-Term Enrolment figure for Birralee PS is 700 to 725. There is now an enormous amount of building construction in our area, with single homes being replaced by multiple dwellings. The high growth rate has placed strains on the school in many areas. We expect to have more than 600 students in 2024.

We host a Pre-School to Foundation Transition Program to provide opportunities to familiarise future students with their new school.  Many new parents to the school hear of us from friends, are recommended by childcare and pre-schools, or have researched our school on the internet, a number moved house specifically to be in our zone.

We have moved to electronic communication, (email alerts, apps for parents' smartphones, etc), rather than paper newsletters, enabling better and more direct communication between school and parents.

The school uses the Spalding Language Arts Program ¿ a specialised and explicit method of teaching literacy, which has proven very effective. There are high expectations set for all students at Birralee in all areas of achievement.

The school has an increasing number of EAL students. In the 2022 August census, overall, the school had 235 (38%) EAL students, however, 50% of the 2022 Foundation enrolments were EAL ¿ a trend that we expect to continue this year in 2023. Our students come from a wide variety of family nationalities and religions. The School Family Occupation and Education (SFOE) index is 0.1365 - a high socio-economic demographic - 88% of our parents hold a bachelor¿s degree or higher, and 4.4% of our families qualify for the CSEF.

The school has 28 classes this year.  Staffing comprises 1 principal, 2 assistant principals, 28 classroom teachers, 3 part-time art teachers, 1 Mandarin teacher, 2 part-time physical education teachers, 1 music teacher, and 1 part-time English as an additional language teacher, 1 tutor learning initiative teacher, 10 integration aides, 1 library assistant, 1 part-time maintenance technician, 1 part-time gardener, 1 office manager, and 1 office assistant. Two teachers are Learning Specialists: in Peer Support and Mentoring, and in STEM. One teacher is a Leading Teacher in Data and Assessment. This year (2023) we have 28 classes: 4 x Foundation, 4 x Year 1s, 4 x Year 2s, 4 x Year 3s, 4 x Year 4s, 4 x year 5s and 4 x Year 6s. The specialist subjects taught are Music, STEM, Art, Physical Education, and Mandarin.

There are 13 students who receive funding under the Students with Disabilities Program: predominantly for autism, severe language disorder, and intellectual disability. A further 3 students have applications for PSD funding pending, whilst an additional 17 students, who do not qualify for funding, are given extra assistance.

The school¿s HATS (Highly Able and Talented Students) identification program finds those students who work well above their year level (2 years or more). Support aims to engage these students to cater to individual abilities and interests within their classrooms. There is an expectation that teachers know the abilities of their students well and therefore cater to them in all lessons through differentiation. A number of our senior students take part in the Victorian High-Ability Program (VHAP) aimed at high-ability students in Years 5-8.

Birralee has a strong commitment to ICT. We provide for annual upgrading of all equipment.  All classes have access to laptops, desktops, and iPads. The school moved to the Compass and all communications are electronic.

Opportunities exist for Year 6 students in captaincy and leadership roles. Students from Year 6 also have the opportunity to represent the students on our Junior School Council.

Our performance arts focus is extensive with many opportunities to develop public performance and delivery skills through speaking, debating, a dance program, choirs, musical instrument instruction, band, a junior and senior musical soiree, weekly assembly performances and an annual whole school production.

Students also have extensive opportunities in the sporting and physical education area with dedicated weekly P.E. lessons, a swimming carnival, swimming lessons, school inter-house athletics, swimming and cross-country carnivals, inter-school sports days, tennis lessons, gymnastics lessons, and a variety of sports clinics throughout the year

The school has a strong commitment to the school-home partnership. There are many opportunities for parents to be involved in the school: volunteering in class, on excursions or community events, or as a member of the school council or subcommittee of the council. Our PFA provides magnificent assistance to the school by organising many activities throughout the year such as the family fun night, fathers¿ and mothers¿ day breakfasts, trivia night, family disco, etc.  PFA welcomes new families into the school and is very active in our Foundation orientation program each November.

The school's main challenges into the future are to do with:

·         The continuing growth in enrolments, and the ability to plan and cater for that growth with regard to facilities and personnel,

·         The changing demographic as an increasing number and percentage of children of EAL and other cultural backgrounds enroll,

·         The wide range of abilities in classrooms,

·         Ensuring the maintenance, consistency, and fidelity of the school's high teaching and learning standards.

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.

Monday to Friday 9:00am to 3:30pm

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