Ed Support Level 1-Range 2 Classroom Teacher Support

Ed Support Level 1-Range 2 Classroom Teacher Support 3 days ago, from Department of Education & Training Victoria
Mildura West Primary is an exciting school. Our students really do have an active role in their education. Parent participation is promoted through regular communication and an 'open door' policy. Teachers, parents/carers, and students work together to ensure a quality education is provided for all. Resilience, Respect, Excellence, and Pride are the school values which are truly kept 'alive' each day.
Our school, established in 1922, is one of the largest state primary schools in the Mildura Rural City Council. We have approximately 460 students, with many nations represented. We celebrate our diversity and the richness it brings to our school community.
Mildura West teachers are always learning because they want to be the very best teachers possible. They read professionally and every week they collaborate in highly effective Professional Learning Teams. They learn with and from each other, engaging in regular classroom observation, giving and receiving feedback. They plan together, ensuring the curriculum is robust and differentiated. Our experienced and talented teachers coach their colleagues, building the capacity of all staff.
Our School is very proud to be part of the International Baccalaureate Primary Years Program. The IB aspires to help schools develop well-rounded students with character who respond to challenges with optimism and an open mind, are confident in their own identities, make ethical decisions, join others in celebrating our common humanity, and are prepared to apply what they learn in real-world, complex, and unpredictable situations.
We focus on the core areas of literacy and numeracy but we also equip our students for the 21st century. We do so by teaching our students to understand themselves as learners. They learn what effective learners do and how to manage their own learning. Our students learn to collaborate, to work independently, and to be critical thinkers. They are also taught to be ethical, critical users of ICT (Information and Communications Technology). Children in grades three to six use iPads to enhance their learning. Our environmental programs are outstanding, receiving many awards at local, regional, state, and national levels.
The International Baccalaureate offers high-quality programmes of international education that share a powerful vision. IB learners strive to become inquirers, knowledgeable thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success.
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 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 of up to 4 in controlled circumstances 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 coordination 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. Communicates with students 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 coordination, 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 students 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.
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.
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.
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. 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. #J-18808-Ljbffr