Job type: Part time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1451235
Selection Criteria SC1: Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary. SC2: Demonstrated capacity to work cooperatively with a range of people including teachers, education support staff, students and parents. SC3: Demonstrated understanding of, and a commitment to, the school's Japanese bilingual education. SC4: Demonstrated commitment to professional learning and growth. SC5: Demonstrated capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment. 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 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.
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 Caulfield Primary School provides an excellent bilingual education in a safe, supportive and inclusive environment. Our fantastic community, comprising students, staff and parents is a real strength of our school and we constantly get feedback about the positive feel in our school. We create exciting opportunities which foster a love of learning. Students are active and engaged learners who participate positively in school and community life.
The school's values are central to everyday life at Caulfield Primary.
Our values are:
Excellence – Always striving to do your best Respect – Think about how what you say and do affects other people Responsibility – Be in charge of your own thinking and actions Honesty – Be truthful to yourself and others Kindness – Be helpful and caring of others Diversity – Appreciate all people and their differences
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