Job Description Location: North East Region | Whittlesea Job type: Full time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1450151 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 ¿An additional 30 days leave (pro rata for part time employees) are attached to 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 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 Other Information 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 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 Background - A New Beginning Edgars Creek Primary School is currently in its fourth year of operation, located at 45 Macedon Parade, Wollert, in the City of Whittlesea. This area is part of the northern growth corridor of Melbourne, with major housing development present. The school opened in Term 1, 2021 providing for 400 students from Prep (Foundation) to Year 6. It is anticipated that our student enrolment will be in excess of 850 students in 2025. Edgars Creek Primary School is part of a community precinct. It is adjacent to the Ganbu Gulinj Community Centre and Edgars Creek Secondary School. An Early Learning Centre is also within this area, providing families with convenience as all the services are co-located. This provides the opportunity for lifelong learning and strong community connections from birth to adulthood. Families are supported by first contact at birth with the provision of Maternal and Childcare Health services, continuing with the availability of a range of parenting support programs, including community playgroups, cultural groups, Kindergarten, and specialist allied health services such as speech therapists and early intervention professionals. Linking with these services is paramount in ensuring a supportive transition program is offered between kindergarten and primary school. Strong links between our students¿ primary and secondary education have been established as a result of the co-location of our school and Edgars Creek Secondary College. Learning across the schools is maximised, with students, teachers, and families able to share learning opportunities, unique experiences, resources, assisting us to foster powerful community links. Educational Vision Edgars Creek Primary School aims to fully develop each young person academically, socially, emotionally, and physically, so they are well adjusted students who perform to the very best of their ability in all areas. We believe this can be best achieved in a happy, caring, safe and stimulating environment with the mutual commitment, support and cooperation of teachers, parents, students, and the wider school community. We begin with the end in mind: every child who attends Edgars Creek Primary School will become an active learner on their way to becoming a successful adult. The physical design of Edgars Creek Primary School supports the school¿s vision of a Professional Learning Community. This ethos underpins the approach to teaching and learning and whole school operations. The design and intent of learning spaces facilitate a Professional Learning Community approach, enabling educators to collaborate, implement high-impact teaching strategies and reflect on the impact on learning in a continuous improvement culture. Learning Communities are designed around modifiable spaces that accommodate multiple learning approaches and can flexibly respond to the requirements of students and teachers, creating a sense of shared ownership, inclusion, and everyday learning. Design Principles New school facilities in Victoria are designed with the following key elements incorporated into the school ethos and design: Community: Context and Culture Establishing a sense of place and community; a framework for the development of an environmentally, socially, and economically sustainable urban structure, empowering strong, diverse communities. Commitment to Whole of Life Learning and Living An understanding that life-long learning is most successful when it is inclusive of children, parents, neighbourhoods, wider communities, and global citizenship. It must reflect the values, vision and aspirations of all members of the endeavour. Collaboration Between Stakeholders Partnerships with the City of Whittlesea, Early Learning and community service providers, other schools, with parents, students, business and industry, the community and the DET allowing for better return on investment, better implementation, interaction, and ideas. Integrating Evidence-based Knowledge of High Impact Learning and Teaching Research and Strategies Opportunities to privilege seamless planning, professional interaction, and student engagement in learning. Encourage quality professional learning opportunities and the conditions for capturing practice, building practice excellence, knowledge sharing and collaboration through team structures, collaborative design, planning and teaching and peer observations and feedback. Edgars Creek Primary School seeks to recruit staff who: Share a passion for teaching and/or working with children Display a positive attitude and enjoy team collaboration Relate positively to students, parents/carers and staff Demonstrate a commitment to lifelong learning