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Role
[Attendance requirement for this position]
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
Maintain the schools' financial records, with a particular focus on accounts receivables. Reconcile school spending against the school's budget in the form of profit & loss statements. Ensure all relevant financial reports are checked and any discrepancy is investigated and reported to senior management. Ensure the provision of a range of administrative support functions for the Principal and teaching staff. Provide administrative support to external service providers as required. Manage the processing of student admissions, registrations, enrolments and transfers. Provide required level of administrative support for school events, functions and projects. Implement induction programs for new staff, volunteers and other workers to the school. Support the inputting of orders and invoices into CASES21. Manage fundraising activities. Provide first aid as required.
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
The time fraction for this position is negotiable with the principal.
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
Vision:
At Thomastown Meadows Primary School we are honest, respectful and show empathy. We are happy, active and independent learners, contributing positively to society.
Values:
Respect ¿ We show Respect.
Honesty ¿ We show Honesty.
Empathy ¿ We show Empathy.
We believe:
Children learn best in a positive, caring and stimulating environment where their efforts and achievements are acknowledged, valued and encouraged. We believe that relationships are forged with all stakeholders through the positive demonstration of our school values and by providing high-quality teaching and learning to our students.
Context:
Thomastown Meadows Primary School opened in 1980 and is located in a well-established area. We are safely nestled in amongst residential housing and away from busy roads and street traffic. The school has an enrolment of 282 students with a high proportion coming from diverse backgrounds where English is not spoken at home. Thomastown Meadows Primary is a great school promoting integrity, lifelong learning and the attainment of excellence.
The school is committed to providing the highest quality education through building the capacity of each student to reach their full potential. We achieve this through shifting student dispositions of how they see themselves as learners. Through collaboration and teamwork, we encourage student voice and agency to support their ability to become more effective communicators and cement a sense of belonging within the school community. The school utilizes a behavior matrix which identifies expected behaviors and a whole school management plan, supported by various values programs and the implementation of the School Wide Positive Behaviors Framework.
The core purpose of our school is to provide a positive climate for learning that engages and stimulates all of our students to be lifelong learners with the academic, social and personal skills needed to become productive members of a dynamic, global society. In an interrelated world, where virtual communication is a reality between any individual or group and any other person in the world, we ensure that our students at Thomastown Meadows Primary School are adequately prepared to be part of this global communications explosion. Every student in the school has their own iPad device to support and enhance their learning capacity from Foundation Year to Year 6. The characteristics of the successful applicant should ensure they have a proficient competency with the use of technology.
Improving student learning outcomes is our highest priority. The professional learning communities within the school co-create comprehensive programs in all areas of the Victorian Curriculum, including English as an Additional Language. We use the inquiry cycle to ensure consistent teaching and learning across the whole school is evidence-based.
There is a dedicated approach to building teacher capacity in all areas of the school to ensure learning is valued, thinking is encouraged, and creativity and imagination are fostered. If you are successfully appointed in this role, there is genuine provision for ongoing professional learning, targeted at building teacher capacity. Our staff are keen to share a love of learning with their students and ensure a wealth of learning opportunities and challenges are delivered. The life of our students is enriched through an exciting range of curriculum and developmental activities that include specialist programs in STEM, Physical Education and Visual Arts.
Student wellbeing is fostered by strongly linking learning and wellbeing to create a positive school culture. Our involvement in the Mental Health in Primary Schools Pilot Program ensures relevant learning for staff is targeted at supporting our students and family¿s mental health and wellbeing. Thomastown Meadows Primary School, in its commitment to promoting and protecting the interests and safety of our students, has zero tolerance for child abuse. Everyone involved with Thomastown Meadows Primary School has a shared responsibility for the care and protection of our students and the reporting of child abuse. We are accredited in all the Child Safety Standards.
No school can hope to be fully effective without a well-developed community and team spirit. We believe, It is not equipment, programs or policies that make an effective school but rather the effectiveness of the people within the school. The successful applicant needs to be an enthusiastic, passionate, committed and flexible member of our staff who is open to continuous learning.
At Thomastown Meadows Primary School we create an environment where students can make contributions to their learning, and we are working towards facilitating and fostering further opportunities for students to be outstanding leaders across the whole school. We want to ensure students are empowered to use their knowledge and are able to grow their confidence, in order to build their capacity to be outstanding, confident role models to their peers.
