Ed Support Level 1-Range 2

Role

The successful applicant will be required to attend on-site Monday to Friday from 9am to Additionally, at times the applicant may also be required to support at school camps or at other educational programs out of these hours to support students. In such instances time-in-lieu agreements will be allocated.

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

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

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

[

We believe that every student who comes to The Patch Primary School is unique, capable of learning and able to develop the skills to be a thoughtful, positive and compassionate member of the community. We will encourage our students to build on their strengths, overcome their challenges, extend their creativity and develop an ethical system based on respect, responsibility and resilience.

School Mission

Through our purpose, we develop reflective and independent learners for life. We believe that effective learning occurs when outstanding and innovative teaching environments provide a variety of tasks that actively engage students who are encouraged to take responsibility for their own learning. 

QUALITIES

To achieve our vision we believe that the following qualities should be encouraged in students:

a sense of identity based on an understanding of themselves, their families and their community

a sense of integrity based on a personal ethical system that includes consistently treating others in an honest, compassionate and cooperative way

a sense of community based on connecting with others, understanding diversity and on respect for the rights and views of others

a sense of determination based on being challenged, thinking creatively and critically, having a positive approach to learning and being confident and resilient enough to take risks and learn from both mistakes and successes.

Underlying The Patch Primary School Codes of Conduct is the belief that as a community we are united by our common desire to provide a learning environment that meets the needs of all students. In recognizing this all members of our school will respect the rights and views of others.

LOCATION AND FACILITIES

Located close to Monbulk and Kallista in the Dandenong Ranges east of Melbourne, The Patch Primary School is situated in an unsurpassed rural environment. The school has extensive playing fields, basketball court, imaginative and creative playing areas and a wide range of play equipment. The school has a wetlands and a large outdoor environment for nature-based learning that has been designed and created by the students and school community. 

The school buildings consist of an architecturally designed core unit, a variety of classrooms, two BER classroom pods, a designated music room and art room and a school Hall. All teaching areas are air conditioned.

DEMOGRAPHICS

The school has developed an excellent reputation within the broader community and as a result enrolments have increased steadily over the years to the current enrolment of just under 300 students.

---