Education Support

Overview Work type: Part time Salary: Salary not specified Grade: Ed Support Level 1-Range 2 Occupation: Education and Training Location: Maryborough Reference: 1472386 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 [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 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 Responsibilities may include: 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 Location Profile Talbot Primary School is an impressive red brick building that stands at the end of Prince Alfred Street, in the small town of Talbot, Victoria. We work incredibly hard to harness the power of multi-age teaching by operating under an instructional model specific to our multi-grade classrooms. Our curriculum has a great mix of the new and the old and is fully supported by a strong and passionate parent community. Talbot Primary School was established in 1869 and is a unique rural learning community situated in the Victorian Shire of Central Goldfields. It is 55 km north of Ballarat, 18 km northwest of Clunes and 14 km south of the industrial town of Maryborough which provides the community with access to shops, medical and dental treatment, secondary schooling and sporting associations. The school is in the town of Talbot, which was originally settled in Victorian gold rush times. The Talbot District was formally established in 1851. Talbot became a thriving town of approximately 15,000 residents around 1859 in the rush. Today, with a small local population of 452 (2021 census), more than three quarters of students attending the school come from the Talbot Area. The school site of approximately two hectares includes an arboretum adjacent to the open grounds where several very old, large trees give protection from the sun. Facilities allowing for both passive and active recreational play include tennis/basketball/netball, an oval with shared football and cricket area and an extensive set of playground equipment. There is a paved shade sail area with a raised stage for performances and passive play. Talbot Primary School has played and continues to play a significant role in the education community of the Goldfields. Talbot Primary School is a vibrant, innovative and genuinely student-centred school. We have a strong sense of community and care for each other. We provide the opportunity for all young people to flourish within a supportive and caring environment, with high expectations for learning and behaviour. We want our students and their families to know we are committed to achieving the best outcomes for their child/children. Our vision reflects the belief that education is a process of growth, underpinned by the school values of Honesty, Persistence, Respect, Responsibility and Teamwork. The core purpose of this school is to provide a comprehensive education for all students. This is accomplished in a climate of engagement, inclusion and enjoyment. We employ effective communication, strong teamwork and the use of evidence-based, explicit teaching and learning strategies which enable students to reach their academic, social, emotional and physical potential. All students and families are supported through evidence-based well-being programs and strategies aimed at developing responsibility, resilience and social, emotional and physical potential. The physical facilities of the school consist of two historic brick building structures dating from the gold rush era when an enrolment of 700 was accommodated. One building has three classroom spaces, an open plan learning area and administration. The Better Schools Building work provided the exceptional learning area that runs the full length of the three open plan classrooms and enables staff and students to work together in flexible ways. The new areas are spacious, light filled and have passive solar orientation. The Arts Building provides a large area for Visual Arts and Science and a separate Performing Arts room. Currently, there are three classrooms (F, 1-3 and 4-6) during core curriculum subjects and two classrooms (F-3 and 4-6) during inquiry and specialist times. We have an enrolment of 36 students, and 10 staff, comprising of Principal class, Teaching staff and Education Support staff. We have 15% ATSI (Aboriginal and Torres Strait Islander) students. Talbot Primary School offers specialist classes in Performing Arts, Science, Visual Arts and MARC (Mobile Area Resource Centre) library delivered by specialist teachers. PE and Auslan are incorporated into weekly rotational sessions and provided by classroom teachers. Our classroom teachers are supported to implement curriculum outcomes and evidence-based programs through two instructional models: a whole class model and a split class model. We feel this is imperative to achieve success in multi-grade, multi-age classrooms. Applications close Thursday 17 April 2025 at 11.59PM Posted 04 April 2025

Location: Kennington, AU

Posted Date: 5/3/2025