Teacher Aide

Pentland Primary School opened in 1993. We are a growing school with a current enrolment of 497 students.  Pentland is situated on the northern edge of Bacchus Marsh and lies at the base of the Pentland Hills.  We are on approximately 10 acres of land, comprising of a mod grass oval/running track, undercover basketball/netball court, playgrounds, landscaped garden areas and an orchard which we are continually improving and developing.

At present our school consists of 23 classrooms as well as art, library, and music rooms.  We have a food technology room, gymnasium and canteen.  All classrooms and specialist areas are heated and air-conditioned.

The Bacchus Marsh Township has experienced significant growth during the past 5 years.  New housing developments and steady construction have resulted in increased enrolments for our school.  The age and profile of the staff have been significantly influenced.  Pentland Primary School is led by our Principal and 3 Assistant Principals and employs approximately 40 staff.  We have a combination of recently graduated and experienced staff who are friendly, approachable, diverse and committed to achieving the best outcomes for all our students.

Pentland Primary School is very inclusive, our school community embraces all students and families.  Diversity exists in the parent occupation and skills of our community. We currently have a Student Family Occupation index rating of 0.423.  School Council and the school leadership team have worked strategically to support families through targeted use of our equity funding.  We operate a breakfast club 5 days per week.  The welfare of the school community is an important value, in addition to an emphasis on ensuring all students feel safe and happy at school.  This will continue to be a pivotal focus for us moving forward.

Pentland provides education programs that are relevant and of high quality with an emphasis on the use of technology across the curriculum.  The school has adopted an integrated approach to planning and delivery of the curriculum.  The school provides comprehensive programs across the Victorian Curriculum.  Specialist classes include, Visual Arts, Music, Physical Education, ICT, LOTE (Chinese) and Library.  STEAM is in its initial stages, with exciting things planned for the future.  Student intervention, support and extension programs are areas we also focus on, implementing Quick Smart Maths, Getting Ready In Numeracy, Multi Lit, Mini Lit, Pre Lit, STAP, Advanced Writing and Advanced Maths programs into our school with great success. The Early Years and Information Technology programs will continue to be pivotal to our schools curriculum delivery.

The implementation of the Victorian Curriculum will remain a priority in building the capacity of our professional learning team.  The E5 teaching and workshop models has remained a priority and a focus for the continual improvement of teaching and program delivery. Staff are supported by literacy, numeracy and inclusion coaching.

Pentland Primary school offers a wide range of opportunities for its students including a comprehensive camping and excursion program, bike education, swimming program, choir, involvement in sporting teams and local competition.  We also have a Junior School Council, encouraging student voice.

A close partnership exists between the Bacchus Marsh College and Pentland Primary School.  We are actively involved in a Community of Practice based around reading.  We are also the partnering school for the Darley Early Years Hub located next door. 

Preparation of Application

1.  Applications should include a CV containing your address, contact numbers, current position and an employee WWCC.
2.  Applications must address each of the key selection criteria.
3.  Applicants must provide the names and contact numbers of three professional referees who can confirm your responses to the key selection criteria (NOTE: the panel may contact  referees outside the list and would normally contact current and past principals).

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.

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
• 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

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

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.