Location: North East Region | RutherglenJob type: Part time / From 28/01/2025 - 19/12/2025Organisation: Schools (Government)Salary: Salary not specifiedOccupation: TeacherReference: 1455381Location ProfileRutherglen Primary School is a vibrant and connected learning community which provides a caring and supportive learning environment for students using a multi-age structure from Foundation-6. Staff, students and families work together to create a learning environment that promotes:Commitment to support all learners to grow and succeed now and in the future.Resilience to ensure learners strive for excellence - academically, socially and emotionally.Genuine care for all - regardless of difference.Pride in ourselves, our school and our community.We pride ourselves on the education of our school values of respect, responsibility, integrity and empathy which are at the core of all connections with each other and the wider community. We encourage and support students to demonstrate care for themselves, others and the school community through their actions and words.Rutherglen Primary School is located in the town of Rutherglen in North-East Victoria and is centrally located 42km from both Wangaratta and Wodonga. The original school was established in 1873 and is proudly centred within the town, drawing students from both within the town, as well as the nearby towns of Wahgunyah, Corowa, Springhurst, Chiltern, Barnawartha, Norong and other outlying farming areas. The school is part of the Wodonga/Indigo Network of Schools in the North Eastern Victoria Region and the current student population sits at 174 students. Rutherglen Primary School has modern and flexible learning spaces that work in harmony with our renovated historic buildings, thus providing an engaging environment for both students and staff. An ongoing focus on developing our school's grounds has led to exciting improvements in our outdoor environment, which provides a range of both active play and quiet spaces.The students are at the centre of our F-6 approach to learning, as we support and encourage them to be independent learners who can articulate their skills and knowledge, reflect on their learning and be actively involved in future learning aspirations. We support the personal and academic growth of our learners through an engaging and supportive environment and a balanced school curriculum.The dedicated staff of Rutherglen Primary continued to utilise professional learning to build capacity across the school and develop shared language and expectations around student learning. The well-being of our students is of high importance and through the Respectful Relationships resources and as a SWPBS school we support students with a range of programs and tiered intervention supports, as well as weekly well-being lessons and fortnightly Foundation-Year 6 well-being activities. Students are offered a range of extra curricula activities and opportunities that support their learning and emotional growth. Student leadership is highly valued at RPS, and along with school and sports captains, we are proud of our Student Leadership Team which is supported by every staff member in the school. On a termly rotating basis, the 4 teams within the Student Leadership Team work their way through the areas of Student Voice, Community Connections, Health & Well-being and Fun & Fundraising. They play an active role in bringing student voice and action both within and outside the school community.Our school is led by a Principal and employs 9 full time equivalent teaching staff. Rutherglen Primary School has specialist teachers that provide programs in Health and PE, Visual Arts and Languages (French), and we are proud of our own school established cooking and gardening program which sees students in Years 3 and 4 partake in weekly lessons in the garden and cooking centre. This program is well supported by a number of volunteers from the community. Opportunities are provided for students to partake in a range of sporting opportunities, lunch-time and competition chess, gardening and music and vocals through a music teacher. Our school community is highly supportive of our school and our parents are valued and active participants who are engaged in range of activities and decision-making processes. We encourage and promote our families' engagement in their child's school years through volunteering in classrooms and programs, being a member of School Council, Parent & Friends Association or other extra curricula programs such as excursions, sport and School Production.Selection CriteriaSC1 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.RoleAttendance: Monday to Friday 9.00am - 3.30pm.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.ResponsibilitiesProvides routine support for teachers including assisting with planning of student routinesSupports communication between teachers and parentsCommunicates with teachers on routine matters related to students and/or other responsibilitiesProvides basic physical care and wellbeing support for students such as toileting, meals, and liftingCommunicating with student/s to support comprehension of basic tasks and informationAddresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedureProvides basic support and supervision for individuals or groups of up to 4 students within a classroom settingSupports 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 programsProvides medical intervention support to a student/s, under specific conditions, with appropriate training and guidanceProvides specialised communication support for students and teachers in areas such as AUSLAN and brailleWho May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.EEO AND OHS CommitmentApplicants 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.Child Safe StandardsVictorian 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: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: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.#J-18808-Ljbffr