Job Description Location: Melbourne | Eastern Metropolitan Job type: Part time / From 28/01/2025 - 26/01/2026 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1449569 Location Profile Ripponlea Primary School is located in East St Kilda, only 10 kilometres southeast of the Melbourne City Centre. Ripponlea State School 4087 opened on 3 July 1922 and has a proud history of serving families and students with a high-quality education in a safe, friendly, and inclusive school environment. Centenary celebrations in 2022, marked our deep connections to the longest-living culture, the Boon Wurrung (Bunurong) people of the Kulin Nations, our school community past and present as well as our commitment to the future. The school community united to establish the Koor Indigenous Garden, and new House Names (Bemin, Booring, Tunparrim & Warren) and in 2024 will begin developing the schools Reconciliation Action Plan. Our vision is for the students of Ripponlea to be global and creative thinkers who are empowered with the skills and empathy to engage with an ever-changing world. They care, they create, they connect. We are a learning community where, in partnership, all students, staff and families can learn and support each other and respond to change. We have an agreed set of values that are central to the life of the school. We embody Community, Creativity, Integrity, Open-mindedness, Resilience, and Respect in everything that we do and strive to be. Ripponlea Primary School (RPS) empowers students to connect with their true selves and use strengths, passions, and skills, helping them to develop strategies to further their successes. This includes teaching students to understand how they learn, taking personal responsibility for their learning, self-regulating, self-managing, self-reflecting for improvement and setting goals to maximise their learning and social outcomes. We do so in a balanced approach that is personalised and encourages students to aspire beyond their potential. Personal attributes such as adaptability, collaboration, organisation, gratitude and tolerance are fostered to develop the 'whole' child. `We work hard to make sure our students are at the 'heart of everything we do. Our school has implemented the School Wide Positive Behaviour Support (SWPBS) framework, Resilience, Rights and Respectful Relationships and fosters a safe environment that is supportive and inclusive of LGBTIQ+ students. We consciously work towards a positive school culture explicitly teaching expected behaviours linked to the values of Respect, Pride and Safety that equally promote emotional strength, cognitive capability, self and social awareness alongside academic achievement. Discrimination, bullying or harassment is not tolerated by any member of our school community. Child safe champions and the school's commitment to child safety protect children and young people and reduce opportunities for abuse or harm to occur. Ripponlea PS places a strong emphasis on student voice and agency in every classroom. Students are agents in their learning and play an active role in deciding what and how they will learn, defining objectives for their learning and `learning how to learn¿ which is an invaluable skill they can and will use throughout their lives. We also have a large number of student leaders who are actively engaged in school decision-making and consult to improve the school as well as lead special events for the whole school community. Our staff are dedicated, professional and take pride in their work. They work in Professional Learning Communities (PLCs) collaboratively linking teacher practice to improving student outcomes. Our students benefit from having teachers with a range of different experiences and skills working together in teams to support the learning of every student. They welcome parental involvement, communication and partnership in providing support to student learning and wellbeing. Our curriculum places a strong emphasis on the foundations of literacy and numeracy while fostering inquiry, problem-solving and a connection with the local environment. Teachers at Ripponlea Primary School are committed to providing a multi-disciplinary approach to learning and a strong focus on students' wellbeing. We create experiences in and out of the classroom to expand our students¿ engagement and motivation through authentic real-world applications. We seek to educate creatively, experientially and with care. In 2024, we have a total student population of 279 with 12 full-time classroom teachers and 6 working in a part-time capacity. Additionally, we had 10 Education Support staff consisting of a Business Manager, Office Administrator, Intervention Specialist, and Integration Aides. Our Foundation year is a stand-alone year, whereas the rest of the students are grouped in a deliberate multi-age structure (Year 1/2, Year 3/4, and Year 5/6). Research has highlighted the benefits for both teachers and students when learning and teaching in a multi-age classroom. Benefits include more holistic, child-responsive curriculum practices that consider the understandings, capabilities and dispositions that children need for future work skills. When working in such diverse environments we help develop multi-skilled, literate, cooperative, creative, adaptable, independent and highly resourceful students. At RPS our students take part in several specialist subjects throughout the school week including Performing Arts, Visual Arts, Health and Physical Education, Technology, and a multi-lingual approach to language learning both Italian and French. There is a range of extra-curricular activities for students to enjoy, such as lunchtime clubs, school band, choir and after-school activities such as coding, drama, multi-sports, science and soccer - something for everyone! Our families value education and have high expectations of the school's academic and social/emotional provision. The school community is privileged to enjoy high student achievement and focused students. School Council, its committee structures and Ripper Families are committed to the school, its students, their learning and environment as well as increased sustainability practices. Ripponlea Primary School offers opportunities for international students and families who wish to stay on a long-term basis and experience the opportunities that a small school can offer. Although small in student population, Ripponlea has big offerings in quality educational experiences Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role. SC2 Demonstrated capacity to work and collaborate with others in a team environment. SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills. SC4 Possess the technical knowledge and expertise relevant to the position. SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area. SC6 A commitment to professional learning and growth for both self and others. Role 12 hours per week - additional hours can be negotiated 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 2.6.1 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, (e.g. 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 (e.g. 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 Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy 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: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx