Location: Melbourne | Southern Metropolitan
Job type: Part time / From 28/01/2025 - 21/04/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1460664
Location ProfileFrankston Primary School was established in 1874 and currently has an enrolment of 253 students.
The school is adjacent to the Frankston Business District, providing convenient access to various community services conducive to authentic educational opportunities.
The school commenced a new School Strategic Plan 2023 - 2026, focusing on improving student learning outcomes in Numeracy and Writing and developing teacher practice.
Our school focuses on evidence-based practice, including building and embedding EDI (explicit direct instruction) as a core element of our instructional practice in literacy and numeracy.
Further focus areas include high-level responsive teaching strategies and embedding a rich data-informed PLC culture.
Teaching Teams at Frankston Primary School collaborate to review and analyze data weekly, informing curriculum planning and learning.
Each Team aims to build the capacity of teaching and student learning through effective PLC (Professional Learning Community) practice.
All teaching staff participate actively through our GROWTH Coaching, Peer Observation, and feedback model to support professional learning, which is integral in building classroom teacher capacity and improving student learning outcomes.
We are a school striving for educational excellence, empowering our students to achieve their personal best in an inclusive, supportive, and caring environment.
Frankston Primary School has a strong commitment to: Building a connected and inclusive school communityConnecting with our parent and wider communityActivating high-level student literacy and numeracy achievementDeveloping students' personal and social capabilities and emotional resilienceInspiring student learning and creativity through a breadth of programs and learning experiences.Our school values are: Community, Aspire, Resilience, Respect, Positivity, Empathy & Inclusion.
Our aim is to foster a positive school culture characterized by respectful relationships and restorative practices.
We work together to build positive relationships and seek to repair and restore relationships.
Our school takes a restorative approach to resolving conflict and preventing harm, which is fundamental for developing positive classroom climates and addressing bullying.
This approach is supported through trauma-informed practices, including the Berry Street Model, Zones of Regulation, and positive behavior support strategies.
Inclusive practice for all students is paramount in our work.
Specialist programs in 2025 include Environmental Science/STEM; Art, Auslan/Performing Arts, and PE.
Selection CriteriaSC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others 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.
RoleThe position is from 9 am until 3.30 pm.
An education support class position will perform tasks that are carried out in accordance with guidelines 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 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.
Certification and/or qualifications of up to three years can be required at this level.
A role at this range may include:
Specific support tasks to achieve outcomes, typically involving accountability for a single function.Assisting teachers within an educational program by undertaking specific support tasks or coordinating the support function.Supervised health and wellbeing support tasks or other specialised student/teacher support roles that require specific qualifications and/or training.Technical tasks that require a sound knowledge of basic technical and/or scientific principles.An education support class position initially will be limited to undertaking routine tasks under close supervision.
Work that carries some degree of independence will generally involve a limited number of tasks performed regularly where priorities are clear and procedures are well established.
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.Communicates with students to support comprehension of basic tasks and information.Addresses immediate behavioral presentations relating to specific students within a classroom setting.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.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 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 request a reduced time fraction upon being successful.
Such requests will be negotiated on a case-by-case basis.
The Department of Education is committed to equal opportunity, diversity, and inclusion for all.
We value diversity and inclusion in all forms.
Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.
Child Safe StandardsVictorian government schools are child safe environments, actively promoting the safety and wellbeing of all students.
All school staff are committed to protecting students from abuse or harm in accordance with legal obligations.
Conditions of EmploymentAll staff employed by the Department and schools have access to a broad range of employment conditions.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.
#J-18808-Ljbffr