Ed Support Level 1-Range 3

Role

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 ( therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Responsibilities

Manage the design and production of school publications and documents. Provide professional student support services, therapist and psychological and counselling services. Provide strategic advice on specific support services and their impact on students, school curriculum and services. Manage the use of and access to school resource and reference material.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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 ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

DE Values

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:

Other Information

Our Best Start Program is designed to support the transition of all new students to the school throughout the year.

The Program involves:

Literacy testing (DIBELS) (Essential Assessment) Numeracy testing (Essential Assessment) Relationship building Teaching zones of regulation Exposing students to our SWPBS practices Timetabling students with classes Liaising with Principal Team for student classes

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

Location Profile

School Profile

Lalor Gardens is a vibrant, collaborative school in the northwest of Lalor, on Wurundjeri country.

With a current population of 382 students and 44 staff, we have a strong team and a supportive culture within the school. Our student population is expected to grow as new housing estates are established nearby.

Our community is diverse, and we embrace the wide range of cultures within our school. We pride ourselves on our inclusive and diverse culture, with a high proportion of students learning English as a Second Language and many families joining us from overseas. We welcome all new families into our school as part of our LGPS family and remain committed to giving them the best opportunities for success we can offer. We are proud to provide a first-language supported EAL program for our English Language Learners in our school.

Our staff team demonstrates the highest professional standards in all interactions with students, families and the wider community. We are all proud of our school, our community and our school achievements both academically and in relation to inclusion and wellbeing.

WELLBEING

Our motto of `Learn, Grow, Achieve; Together anything is possible¿ underpins our work. We aim to develop our students as active learners, respectful, responsible, empathetic, resilient young people. As a proud, `Gold¿ Standard School-Wide Positive Behaviour Support school, we live by the following values statements:

We are learners

We are respectful

We are responsible

We care for others and the environment

We are positive and we bounce back

We are a Trauma Informed school, following the Berry Street Education Model (BSEM). We see this represented daily, such as through our calm, predictable environments, Circle Time, Zones of Regulation, sensory and brain breaks, and restorative practices.

We have a strong investment in staff wellbeing. Positive Culture is pivotal to all of our successes, and we work on this through PERMAH, external consultants and in our day-to-day interactions.

TEACHING & LEARNING

At LGPS, our key priorities are in improving Literacy and Numeracy outcomes for all students. Our teachers participate in Professional Learning Communities (PLCs) to drive school improvement at the team level. We are committed to identifying and supporting students¿ needs at the individual, team and cohort level, and using our data to drive growth.

Our embedded collaborative planning model enables staff to work together to plan highly engaging teaching and learning opportunities at the point of need of their cohort.

Our specialist programs are Performing Arts, Physical Education, Visual Arts and Wellbeing. We are very fortunate to have dedicated and passionate staff in these curriculum areas. We teach Auslan within the classroom program. As an inclusive and diverse school, we remain committed to promoting Auslan as our community language.

Our open spaces support a team-teaching model, and teachers and classes to work together often.

Some key features of our curriculum model include:

·Common collaboration planning time for teaching teams

·An Oral Language program in P-2

·Language Experiences across P-4

·Daily Literacy and Numeracy

·Reading Conferencing

·Synthetic Phonics teaching across P-2 (with all teaching staff across the school trained in Little Learners Love Literacy) shifting towards a Science of Reading approach schoolwide

·Seesaw for Digital Portfolios

·Dedicated Auslan lesson partnered with Auslan Education Services

·Digital Technologies using iPads and Laptops

·LIFT (Literacy Intervention Program)

·EAL (English as an Additional Language Program)

·Buddies

·Student Leadership

·Special Event Days and Celebration Days

SUSTAINABILITY

Lalor Gardens has benefited from a recent installation of solar technology which has enabled us to decrease our financial and environmental footprint significantly. It has also allowed us to fully air-condition the school classrooms to ensure optimum learning conditions all year long.

We also have:

-Vegetable gardens

-Mini orchard

-Frog pond

-Rabbits and Chickens

-Indigenous Flora Garden (currently under development)

FACILITIES

We are extremely lucky to have modern, spacious buildings and grounds at Lalor Gardens.

We have beautiful and well-designed classroom, specialist, library and outdoor spaces for learning, as well as breakout rooms and meeting spaces for staff and the community. We are extremely lucky to have a full-sized indoor basketball court, performance stage and custom designed art room to ensure our Specialist programs run to their best capacity.

Each learning area contains Smartboard/Smart TVs technology and the most modern student furniture that allows for flexibility in delivering a range of learning activities. We are well equipped with a range of digital technology devices (laptops, iPads) that cater for the learning needs of students at each stage of schooling.

Other key features include:

-Kitchen for daily Breakfast Club and other school events

-BBQ area for school events

-Three playgrounds (P-2, 3/4 and 5/6)

-Covered Outdoor Learning Areas (COLAs)

-Extensive seating for more passive recreation.

-Designated areas for Soccer, basketball, bat tennis, volleyball, netball and down ball

-a range of fun learning line marking activities for the students to engage in

-fully fenced surroundings ensuring the safety of all students.

Please see our virtual tour on our website, () we know you will be impressed.

INTERESTED IN WORKING WITH US?

If you have strong teamwork skills, a growth mindset, passion for education and dedication to inclusive practices, we encourage you to apply for this position.

Please call or email the school to arrange a tour with our Principal. Any questions about the position advertised can be directed to our Principal Frazer Thomas by calling the school on 9465 1351 or emailing .

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