AddressEastwood Primary School and Deaf Facility, in partnership with its community, seeks to optimise the potential of each individual and promote a friendly, safe and healthy school environment. We aim to extend knowledge, challenge thinking, provide choice and ignite passions. The Facility for Deaf and Hard of Hearing students, services the surrounding districts. Deaf students are integrated with additional support provided by Teachers of the Deaf. The school was opened in 1953 in quiet surroundings in Ringwood East in the City of Maroondah.The 597 students are mostly from the local area with the Facility for Deaf and Hard of Hearing students servicing the surrounding districts. A new rebuild has delivered state of the art, contemporary, open learning spaces in three interconnected learning pods. The school's motto `Enthusiasm Precedes Success' empowers individuals and teams to develop a sense of connectedness, purpose and zest for learning. We seek to build self-confidence, self - esteem and resilience for our students to approach life experiences, opportunities and challenges with self-assurance and energy.
At Eastwood Primary, teaching practice and curriculum planning begin with the understanding that all students can learn and succeed.
Teaching and learning at Eastwood Primary includes:
· multi-age groups across the school
· students building on existing knowledge and skills.
· staff articulating learning intentions for lessons and developing learning programs to achieve this
differentiation of content, process and products to enable all students to achieve their potential
the pursuit of excellence.
· the acquisition of thinking, problem solving and decision-making skills
· celebration of improvement, achievement and success
· developing self-esteem, self-discipline and an understanding of the rights of others
developing self-confidence, and a preparedness to persist, respond to change and take up
opportunities.
· developing pride and respect for the environment
· using teaching approaches, strategies and assessments that are comprehensively planned by.
· teams using Victorian Curriculum to maximise student learning.
· providing Individual Learning Plans for students with additional needs
· integrating deaf and hard of hearing students into classes with hearing peers and supported
by Teachers of the Deaf
· providing specialist programs in Performing Arts, Physical Education, Visual Arts and LOTE ¿ Auslan
· communicating student learning to parents using three-way conferences, portfolios, two written
reports and student support meetings
· integrating ICT across the curriculum using a variety of interactive devices
At Eastwood we have a clearly articulated Student Wellbeing practice which is documented in the
Eastwood Primary School Engagement and Wellbeing Policy. Our approach is based on researched
best practice and focuses on the whole school, small groups of children and individual students.
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.
Attendance requirement for this position is 3 days
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.
· Provide routine support for teachers.
· Communicate with teachers on routine matters related to students and/or other responsibilities.
· Provide basic physical care and wellbeing support for students such as toileting, meals, and lifting.
· Communicate with student/s to support comprehension of basic tasks and information.
· Address immediate behavioural presentations relating to specific students within the school program setting aligned to school policy and procedure.
· Provide basic support and supervision for individuals or groups.
· Support teachers in the implementation of educational programs independently or under minimal supervision.
· Provide medical intervention support to a student/s, under specific conditions, with appropriate training and guidance.
· Participate in team meetings.
· Assist with the supervision of students in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
· Assist with communication between teachers and non-English speaking parents/students.
· Provide specialised communication support for students.
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
- 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
