Education Support - Student Engagement

Location: Melbourne | Southern Metropolitan Job type: Part time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1450121 Location Profile Skye Primary School is located in the City of Frankston in the south-eastern suburbs of Melbourne, approximately 38 kilometers from the Melbourne CBD. The school was established in 1873. Originally a rural school serving the local market garden community, the present-day surrounds include both suburban and rural aspects that maintain a unique setting and ambiance.The School has undergone major capital works in recent years including the recent opening of a brand new basketball stadium including a music room, stage and commercial kitchen. Refurbishment of existing buildings have included the opening of the new Administration building and Library. A STEAM centre has replaced the old library space. The extensive grounds include a football oval, soccer pitch, two basketball/netball courts and three separate playground spaces including the 'Prep Backyard'. The school consists of five main buildings and four portable classrooms. The classrooms include flexible learning spaces with central open plan areas. Team Kids operates the school's Out of School Care program.Skye's current enrolment is 488 students from Prep to Year 6. The 2023 Student Family Occupation Education (SFOE) index is 0.4290, indicating a downward trend.The staffing profile of Skye Primary School includes a Principal, Assistant Principal, Disability Inclusion Coordinator (LT) and 2 Learning Specialists. There are 34.6 teachers and 12.03 Education Support (ES) staff including 3 office administration staff and a qualified school nurse. There are 21 single-age grades and 2 composite grades - a 3/4 grade and a 5/6 grade. Specialist subjects include Visual Arts, PE, Music, STEAM and Japanese (LOTE). All classrooms are fitted with Interactive TVs and a student device ratio of 1:2. I-pads are provided for P-2 students and laptops are available for Grades 2-6.Our Vision ensures that we are:Inspiring successful learners through a connected community, empowering students for the future.Skye PS has an enthusiastic and motivated staff with an extensive range of teaching experience. Teachers work collaboratively in Professional Learning Communities to analyse student data in order to plan highly effective learning opportunities, using explicit direct instruction to improve student outcomes. A priority for learning and teaching is to identify and understand the entry point of learning for every student, and to plan differentiated tasks that ensure individual success and learning growth for all students. The provision of clear learning intentions and matched co-constructed success criteria supports students to set personalised learning goals and enables teachers to provide targeted feedback.Our School Strategic Plan is focused on ensuring that metacognition and learning challenge is inherent for all students. Developing Learner Agency and building a culture of collective efficacy will further enhance the development of an aspirational and high achieving learning community. Clear goals have been set to empower students to be engaged, independent and self-regulating learners. Targets to improve student outcomes in both Reading and Numeracy are set to maximise the learning growth of every student. Professional Learning for staff is focused on evidence-based research and best practice that fosters the development of consistent approaches to whole school planning, assessment and delivery of lessons across the school.Skye PS promotes Schoolwide Positive Behaviour and prides itself on the use of restorative approaches to student wellbeing, with a strong emphasis on developing positive relationships, resilience, responsibility and respect. The wellbeing curriculum is focused on embedding the school values, and is supported by initiatives including the Berry St Education Model, Zones of Regulation and Respectful Relationship. All staff and students participate in our fortnightly 'Inspire' program offering teachers and students the opportunity to engage in passion inspired activities outside of their normal year levels. Programs include Drama, Journalism, AWFL & Cricket, Skye Sports, Yoga, Karate, Edison Bots (Coding), and Gymnastics to name a few.Skye PS values relationships and partnerships with the wider community. The school has an active PTF Association and a supportive School Council. Skye PS is an Ardoch partner school and through programs such as the Literacy and Numeracy Buddies, involvement with corporate partnerships ensure that students are exposed to opportunities outside of the school setting.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.RoleAn 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 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.ResponsibilitiesProvides 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 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 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 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 (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 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.Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at .#J-18808-Ljbffr