Teacher Aide

OUR PHILOSOPHY

Our school values of Resilience, Respect, Learning, Honesty, and Responsibility, are the guiding principles and beliefs of the school community. Our school values will guide our students to become active and conscientious citizens.

OUR VISION

At Greenvale Primary School we believe that a safe, nurturing and engaging environment can provide the opportunity for all students to reach their full potential as literate, numerate and curious lifelong learners.

A focus on effective communication, creativity, collaboration and critical thinking are essential for our students to participate productively in the 21st century global community.

The school prides itself on promoting success for all students. It offers a wide range of learning experiences and challenges which encourage curiosity, excitement for learning and connectedness to the community. The students at Greenvale Primary School have a voice in the school and contribute actively to the school community.

Officially opened in 1868, Greenvale Primary School relocated to its present site in Bradford Avenue in April 1988, retaining the original identity number and its historical links. The school services a large area incorporating the surrounding suburban and rural districts. Current enrolment is approximately 650 students with a wide socio-economic and increasingly diverse cultural mix.

Greenvale Primary School is a dynamic learning community offering a broad, rigorous curriculum from Foundation to Year Six. Classroom programs are progressive and personalised, catering for each child¿s needs, encouraging parental involvement and promoting active learning. The school has high, but achievable student expectations with student progress being monitored regularly and this information being used to inform teaching practice.

The school is committed to keeping abreast of current educational trends and developments and strives to achieve quality educational practice. The current strategic goals aim to facilitate continuous improvement in student outcomes with a focus on Literacy and Numeracy, Student Voice/Agency and Curiosity. Professional learning of staff is clearly linked to the strategic directions of the school with the intent of enhancing teacher capacity.

Teachers work collaboratively in Professional Learning Communities (PLCs) to plan consistent, rigorous curriculum and use student learning data to drive this planning. Learning Specialists in English and Mathematics work closely with PLCs to guide curriculum planning and coach /model in classrooms. Our staff are passionate about their teaching and encourage all students to strive to achieve their best with their learning and social skills. Our aim is to develop confident and resilient students through the provision of a diverse range of learning experiences and challenges which encourage curiosity, excitement for learning, thirst for knowledge and connectedness to their community.

Students are supported through a Rocketing to Reading Intervention program, a Program for Students with Disabilities, a Language Support program, a Buddy Reading program and an EAL program. Specialist programs include Physical Education, Performing Arts, Visual Arts, Science and Italian. Other activities including choir, lunchtime activities, camping and excursion / incursion programs are in place to enhance student learning and engagement.

Our school has a well-established 1:1 laptop program for all students in Year 4 to Year 6 with an average uptake of over 95%. This program has made a significant impact on the learning/teaching in these year levels and also impacted positively on student engagement. Foundation students have access to banks of iPads and Year 1-3 students have access to banks of laptops. Each classroom has an Interactive Whiteboard or TV screen each with its own dedicated computer.

Greenvale Primary School prides itself in providing a safe and orderly learning environment, one which is inclusive of all students. The school values of Responsibility, Resilience Honesty, Learning and Respect form the basis of our school expectations for students, staff and parents. We have engaged with and implemented strategies to support DET¿s School Wide Positive Behaviours strategy as well as Respectful Relationships.

To promote leadership opportunities students are able to be part of the Junior School Council, or be elected as School Captains, Class Captains and House Captains. The Junior School Council contributes to school improvement through running special events to promote social improvement and our School Captains are directly involved in leading weekly whole school assemblies. Class Captains are elected each term by their peers and play a significant role in assisting the class teacher and being a positive role model. Our Buddy Program allows older students to demonstrate their leadership by working together with a younger student.

Our caring atmosphere reinforces mutual respect, promotes self-esteem and enhances the cohesive nature of the school where a positive home/school relationship is highly regarded. Our school places a strong emphasis on building community participation. Parents are encouraged to play an active role in the education of their children. Parents participate in whole school events including a Family Picnic, Family Maths Fun Nights, Christmas Concert, Writer¿s Festival, and biennial Art Show and School Concert. Parents are encouraged to participate in activities such as classroom helpers, excursions, camps, special events, school council and fundraising. Our School Council contributes to many aspects of the school including policy development, buildings and grounds improvements and fundraising.

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 this position. Should you be successful, you will be given the opportunity to negotiate your preferred time fraction as part of the recruitment process.

The Department of Education (the department) 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 *** or email on: **********@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