Location Profile
We are seeking a dynamic and innovative educator who wants to work as part of our successful and professional learning community as we strive to enhance the outstanding learning environment at Williamstown Primary School.
Established in 1873, Williamstown Primary School is one of the oldest schools in the state and holds strong historical significance for the community. The student population, of approximately 450, is mainly from an English-speaking background although twenty per cent of the students have at least one parent from a non-English speaking country and in recent years, the number of families from non-English speaking backgrounds has risen slightly.
The school enjoys strong community support and significant parent involvement. Community expectations are high. The majority of the school population is drawn from the immediate vicinity and student mobility is low. While the school has a relatively high socio-economic status it also has a considerable number of families from significantly socio-economically disadvantaged backgrounds. We value this diversity.
Our school has a strong focus on learning. We are committed to the development of our teaching staff with professional learning programs offered in a range of areas including student achievement, wellbeing and engagement and leadership. At Williamstown you will be part of a vital, stimulating and challenging learning environment. We place considerable emphasis on the building of strong, professional relationships and developing the capacity of all teams within our professional learning community. We value the expertise and experience all staff members bring to our school. The staffing profile is relatively stable, although in recent years, we have welcomed a considerable number of new staff of varying experience.
Our school implements a rich, well-planned and relevant curriculum with a strong emphasis on core subjects and integrated units of work in alignment with the Victorian F-10 curriculum. In literacy and numeracy, the school typically outperforms state means and is highly competitive when measured against schools with a similar SFOE (student, family occupation, education index).
All learning programs have a strong eLearning component as iPads are used throughout the school, with students in Years 3-6 working within a 1:1 iPad program, promoting more personalised learning. Our broad learning program for all students includes the specialist learning areas of Music, Physical Education and Art. Additional programs including Levelled Literacy Intervention, Mathematics extension and extensive digital learning opportunities are also provided. A wide range of extra-curricular opportunities in many areas are a feature of our school. Collectively, our staff works hard to ensure that rich and engaging opportunities are afforded to every child within this challenging learning environment. In the area of Music and Performance, bands and choirs, as well as assembly performances and concerts are highly valued by the students and broader community. Our community has recently reviewed the school¿s Language program. It was determined that from the commencement of the 2018 school year, our school¿s curriculum provision will include the learning of French language and culture.
We have common foci of the development of positive social and emotional skills through the Willy Kids Are Friendly Kids program which is paramount to all that we do. The program aims to promote a happy, friendly and resilient outlook in all students as well as a strong sense of identity, community and achievement. The values reflected through the Willy Kids program are an essential part of the school¿s ethos and underpin our approach to all our practices from relationship building to parent participation and curriculum delivery.
Our school¿s shared beliefs, purpose, vision and values are articulated in our `Values, Beliefs and Successful Teaching Practices¿ booklet. The successful candidate will demonstrate a strong commitment to our ethos as well as a Growth Mindset in order for us to ensure the continued success of our school in the coming years.
We welcome your interest in our school and its community.
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 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
* Carry out allocated activities and tasks determined by the school consistent with role description.
* Participate in planning and preparation with teachers on a regular basis.
* Participate in professional learning activities provided through this initiative.
* Participate in the ongoing evaluation of this initiative.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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.
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:
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:
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 at
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.