Ed Support Level 1-Range 2

Role

This position has additional attendance requirements of up to 10 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 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, ( 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 ( 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

BUILDINGS & GROUNDS

·Be familiar with the essential services such as mechanical, gas, electrical and hydraulic systems of the schools and ensure manuals are kept up to date.

·Undertake the maintenance and repair and movement of furniture. This include movement of furniture for special events, exams etc.

·Respond in a timely manner to undertake maintenance requests.

·Ensure that broken/ damaged equipment is repaired or disposed of in a timely manner.

·Assist with the allocation and maintenance of student lockers.

·Keep all tools, plant and equipment maintained in good operating condition and stored in a safe manner.

·Maintenance of lawns, gardens and recreation areas including the oval, hard court areas and Agora.

·Empty external bins and maintain in a sanitary condition.

·Empty internal recycling binds on a regular basis.

·Maintain the cleanliness of the external school grounds by ensuring all litter is picked up and disposed of regularly.

·Purchase and pick up goods/materials from offsite locations.

·Ensure Staffroom kitchen supplies are stoked tea, coffee, sugar, paper towel, dishwashing items and assist in the care of the coffee machine.

·Weekly cleaning of student microwaves and staff fridge (needs basis)

·Restocking of paper to all photocopy machines across the school.

·Opening of Agora doors and setting up of umbrellas when required.

·Monitor and adjust heating/cooling systems of the school.

ADMINISTRATION

·Communicate and interact effectively with all stakeholders on maintenance and works associated with their areas, as well as the school in general.

·Assist in in the completion and retention of all reports, files, folders, registers, contracts, etc.

·Assist in performing audits to ensure services provided meet the minimum standard of delivery.

·Be familiar with and undertake Facilities Hire process if Facilities Manager is on leave.

GENERAL

·Assist in maintaining a safe and healthy working environment by following OH&S and risk management procedures and ensure all contractors comply with DET and school policy and OH&S requirements.

·School events - setting up of school events to ensure matters such as facilities, furniture, equipment, cleaning and security meet the needs of the school and event.

·Accept deliveries and distribute to appropriate staff or area.

·The range of duties may be expanded or altered at any time in the future or as directed by the Principal or Business Manager in accordance with ES1-2 dimensions of work

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

Applications must include:

A specific response to the key selection criteria and position details. Preferably no more than one criterion per page.

Please attach applications including:

1. A cover sheet providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.

2. A CV with a summary of experience and qualifications.

3. Specific Key Selection Criteria response

4. The names, email addresses and contact details for three referees who can provide information regarding the applicant in relation to the key selection criteria.

For ease of handling by the school, all documents (cover letter, cv and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment on Line. Please also ensure that your name is included in the header of each document .

 All applicants should ensure that their personal profile on Recruitment Online is up to date

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

Suzanne Cory High School is the only selective entry high school in the western suburbs and one of only four selective school schools in the state of Victoria.The current enrolment comprises 910 students from approximately eighty different schools, with three quarters having a western suburbs address and being equal numbers from government and non-government schools. Students are of above average ability and have high aspirations and a strong commitment to their studies.

Enrolment at Suzanne Cory High School is through an entrance examination common to all four selective entry schools in Victoria. Details about this process can be found at .

Our mission at Suzanne Cory High School is to develop well-rounded students that excel in all areas not just academically. Our students become students of the world, and of wide and varied disciplines. This is developed through a diverse and challenging curriculum and the teaching of our core school values of respect, aspiration and contribution.

Respect: W¿e develop students that have a respect for their learning, individuals, diversity and community (both locally and globally). Aspiration: ¿Our students are encouraged to aspire to be lifelong and reflective learners, achieving to the best of (and beyond) their capabilities. Contribution: A¿t SCHS we facilitate students to be engaged citizens who regularly and positively contribute to the local and global community around them.

Our students are encouraged to highlight their individuality. As a school we aim to foster individuality and inclusiveness via our SWPBS framework and through the development of relationships between staff and students and within the student body to create a whole learning community.

Our students graduate with strong connections to the school, their school house and the wider community. This is encouraged and developed through the range of extra-curricular activities our students participate in, including the house program, sport and music programs.

Suzanne Cory High School¿s educative purpose is to develop the desire and ability of students to think and learn in a multifaceted manner so that all students can become engaged citizens enabled to access future learning. We value learning that is

· Deep : Students are challenged to construct and apply new knowledge, skills and understanding to new situations. They are encouraged to form theories, find patterns and make connections in their learning. Student¿s critical, creative and higher order thinking skills are developed.

· Challenging and accessible : We use the principles of differentiation to understand student¿s entry points and devise learning programs that vary in content and product to support individual student needs.The learning needs of all students are valued and content and skills to be developed are appropriate to those learning needs.

· Student Centred : Students are participants in their own learning and spend the majority of their class time in active learning experiences. Links between student¿s interests and the taught curriculum are encouraged.

· Positive : Strong peer-peer and student-teacher relationships exist.The classroom culture is productive and enjoyable with an emphasis on learning outcomes. There is an optimistic attitude and growth mindset evident in all members of the class.

The schools four-year learning program incorporates a broad based curriculum at year 9 and 10 that encourages students to maintain breadth and develop a range of thinking strategies.In years 11 and 12 students can choose to undertake the VCE or the International Baccalaureate Diploma Program. University Extension Studies are encouraged and supported for students in year 12 who wish to access them.

All staff appointed to Suzanne Cory High School will be expected to display exemplary professionalism and support the development of the school ethos and culture. An extensive induction program supports new staff in their first year of the school to understand the school values and processes as well as pedagogic approaches that support the needs of highly able learners.

For more details see 

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