Ed Support Level 1-Range 2
2 months ago
Role
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
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
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:
Conditions of Employment
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.
Location Profile
School Profile
Taylors Lakes Primary School is one of the larger primary schools in the north western City of Brimbank.
Our school was established in 1989 and has grown from 169 students, peaked at 901 students in 1995, and has a current enrolment of 705.
The school population is predominantly English speaking with a significant number of bi-lingual children.
The school is centrally located within the developed residential area of Taylors Lakes. It shares a site with Taylors Lakes Secondary College and the Barbary Crescent Pre-School and this facilitates interaction between the secondary college and the pre-school.
Our priorities are Literacy and Numeracy, ICT and developing a strong Performance and Development Culture.
Our school promotes a strong and supportive learning environment with Student Welfare also being a high priority for our school.
Guiding Principles
Our school enjoys a strong reputation within the community. There is a positive atmosphere nurtured by the school administration, enthusiastic staff, students and parents.
The community values high academic standards, the school¿s commitment to ensuring that all children are supported to reach their full potential and sensitivity to children¿s individual needs. The school has developed an atmosphere of mutual trust and respect with shared educational responsibility between parents, teachers and students.
The school aims to deliver learning programs of excellence within which students achieve success and develop personal pride in their performance.
Curriculum
Taylors Lakes Primary School offers excellent comprehensive and sequential programs in the key learning areas of English, Mathematics, Science, Technology, The Arts, Humanities, ICT, Health and Physical Education.
These programs are complimented by Instrumental Music, Camping and Student Welfare.
Our school is extremely well resourced in ICT and all classrooms possess an Interactive Whiteboard. Each classroom has at least four computers in it as well as access to a trolley with net books connected to it. Our school¿s ICT lab allows our students to receive extra opportunities to access computers and technology.
Facilities
The school facilities comprise permanent and relocatable buildings. There are six quality permanent buildings comprising two separate blocks for Administration and Library and Art/Craft, Music and Physical Education.There are three blocks of open plan classrooms that have excellent withdrawal, wet and storage areas. A fourth permanent building houses a further seven classrooms. Portable classrooms linked to the main buildings by concrete pathways and covered ways provide additional classroom spaces. A Pre-school operates within the school grounds.
Our grounds are well developed and include gardens, seating, trees, additional grassed areas and three adventure playground areas, two asphalted basketball courts and the redeveloped oval provides for active sports and games.
Fully operational canteen and before/after school care programs and vacation care program operate out of the building that includes our school gymnasium.
Future Directions
Taylors Lakes Primary School is proud of its achievement in its brief history and looks forward with confidence to the challenges of the future.A culture of cooperation between parents and staff is well established with extremely high levels of satisfaction indicated in annual Parent Opinion Surveys.
We will continue to provide our students with a safe and attractive learning environment.The school emphasises the development of sound literacy, numeracy and ICT skills and physical health and well being that will empower our students with the appropriate skills to cope with their future.
In the next 3 years our major priorities will be:
Student Welfare
Literacy
Numeracy
ICT
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