Address Job Description
Location: Western Region | Ballarat
Job type: Part time / From 11/03/2024 - 21/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1402050
Selection Criteria
KSC 1
Demonstrated capacity to undertake a range of support tasks across one or more work areas within a school, including support and care of students with a range of needs.
KSC 2
Demonstrated capacity to work cooperatively and communicate effectively with member of the school community, including teachers, education support, students and parents.
KSC 3
Demonstrated high level oral, written and ICT communication skills relevant to the role.
KSC 4
Demonstrate a commitment to Alfredton Primary Schools Vision, Values and aligned behaviours.
Role
30 hours per week over 5 days. 9.00am - 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.
Responsibilities
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
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
The Department of Education and Training 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.
Child Safe Standards
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Conditions of Employment
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
Location Profile
Vision
`Every child will flourish with time, effort and support.'
Values
We value the 3 R`s
RESPECT RESPONSIBILITY RELATIONSHIPS
We demonstrate them when:
We RESPECT:
Individual differences
Ourselves
Cultural diversity
Others opinions
Others feelings
Property
We take RESPONSIBILITY for:
Our behaviour
Our actions
Our attendance
Our learning
Our belongings
Our dress code
Our school
Our environment
Doing our best
We build RELATIONSHIPS with each other by:
Being honest & trustworthy
Caring about the feelings of others
Treating others fairly
Being well mannered
Resolving differences calmly
Mission
We believe that each child will succeed through experiencing quality in:
A broad and challenging curriculum;
An enriching program of extra-curricular activities and visits;
A stimulating learning environment;
Leveraging digital & up-to-date learning resources
Innovative teaching and an investigative approach to learning
An ethos of support, challenge, reflection and encouragement to succeed; and
Learning partnerships between school, home and community.
Context In 1987 Alfredton Primary School was relocated from Gillies Street, where it was originally known as Ballarat West Public School, to its current site and facilities. The construction of the new school was a cooperative effort by the Alfredton community and the facilities were enhanced through local contributions to ensure that the school became a central hub for the community. The attractive development and conscientious maintenance of these facilities since their construction has ensured that today's students enjoy an excellent environment, not only for their learning, but also for their active and passive recreational pursuits. The School is now part of the South Western Victoria Region The School is held in high regard within and beyond the community. The Alfredton school community has the expectation that all children will reach their full academic and personal potential with the school providing appropriate curriculum programs and effective teaching practices. Whilst the key focus of the school is on Literacy and Numeracy, classroom programs provide a broad curriculum across all key learning areas. Specialist classes offered for Japanese, Physical Education, Visual and Performing Arts and STEM.
As well as a comprehensive curriculum, students are offered extra curricula enrichment activities which include sport, performing arts, instrumental music tuition, special days, the annual concert, excursions, incursions and camps. Students enjoy opportunities for leadership and values based education. A number of teams compete in after school competitions, supported by teachers and parents. Parents are very involved in the development of the school formal associations with School Council, Parents' Club and Community and Engagement. We encourage parents to take an active part in their child's learning through information evenings and the school's open door policy. Many parents actively help in the classroom and their support is encouraged and welcomed. The use of technology to enhance student learning for all students is a feature of the school. High quality facilities, programs, equipment and expertise are provided to support classroom programs, which cater for full class groups through access to networked devices.
Bring Your Own Device (BYOD) is implemented from year 4 and enhances digital learning and development of ICT skills across key learning areas.
As part of their commitment to the development of a highly effective learning environment, and to take advantage of opportunities to pursue their own professional growth, the staff reflect on ways to improve overall team performance. The staff are focussed on refining, improving, and changing instructional practices to improve student achievement by committing to the implementation of the Professional Learning Community (PLC) inquiry cycle which is based on the 4 strategies of: 1. Focusing on data 2. Sharing and reflecting on classroom practices 3. Applying research and best practices 4. Using teamwork and collaboration skills.
