Teacher Aide

Middle Park Primary School is located in a beach side area of Melbourne within the City of Port Phillip. The original school building was constructed in 1887 and is now classified by the National Trust. A number of significant upgrades to the buildings have been conducted over recent years which have enhanced the education capacity of the facility, whilst maintaining its historical integrity.

The school has a small catchment area with a current enrolment of 375. An enrolment management plan was established over a number of years to manage increasing enrolments in relation to the limited space provided by the site. There is a strong sense of community within the area with the compact enrolment zone leading to a village atmosphere which promotes close relationship amongst the children and local families.

The school building is located in a pleasant tree lined setting and comprises the main building, the Junior building, a gymnasium adjoining classrooms and amenities and a relocatable building with four classrooms. The playgrounds, whilst set in pleasant surroundings, are constrained by the site and include an artificially turfed oval area with adjoining playground structures, a separate artificially turfed soccer and basketball area, a dedicated Prep play area and an outdoor classroom.

The buildings are well maintained and provide an excellent learning environment for children, with all classrooms serviced with a Smartboard and air conditioning. The school is structured around multi-age classes from Prep to Year 6. In literacy and numeracy the school consistently and significantly outperforms state means. Middle Park Primary School, like all schools in Victoria, is committed to child safety. We consider the health, safety and wellbeing of all children and young people to be our highest priority. We strive to ensure the safety and wellbeing of children and young people at our school at all times. We have developed policies and procedures in line with this and a school's child safety code of conduct which all staff must adhere to, these documents can all be found on the school¿s website. The school presents with a balanced staffing profile. High quality experienced teachers work alongside less experienced teachers throughout planning and instruction. Opportunities for teachers to assume leadership roles have been provided in the staffing structure. Building leadership capacity is a priority under the current Strategic Plan. Through our multi-age structure and inquiry-based programs across the school we endeavour to reflect the strength of our community by promoting responsibility and leadership. As a community, we know the importance of coming together to develop a sense of `collective responsibility for each other. This is something that we model at school through our actions and structures. Initiatives such as Peer Mediation, Student Leadership, Inquiry Learning, Student Voice Council, Buddies and multi-age learning are examples of approaches that connect directly to our values of Respect, Kindness and Gratitude. A great deal of our effort is dedicated to building and strengthening these and similar programs. Inquiry learning and our 1:1 device to student ratio approach for 3-6s to the use of ICT as a tool for learning are current major foci. Our success in all areas has come from staff and parents collaborating, sharing and supporting in Professional Learning Teams and Program Teams. Parent involvement in our programming is fundamental to this success. Middle Park is proud of its specialist programs which have been developed to specifically meet the needs of its community. The school has developed an exemplary eLearning plan which will help integrate ICT into the curriculum through our 1:1 device use of ICT as a learning tool. The Information Technology curriculum is designed to develop students computer skills and knowledge of computer hardware and software programs as well as how to incorporate this learning into Literacy, Numeracy and Inquiry. The PE program is taken by a specialist in PE. The program is delivered in one-hour sessions with regular Gala Days, opportunities for students to compete in district and zone sports competitions, and a whole school swimming program utilising the facilities at the Melbourne Sports and Aquatic Centre. The Visual Arts program is supported by specially trained teachers and a generous workspace. The school also provides a specialist music/performing arts program. As part of the Performing Arts program the students have the opportunity to perform in a School Production or concert every year, as well as instrumental music, choirs, concert bands, rock bands and orchestras. French is the Language Other Than English at MPPS. This is taken by a LOTE Specialist Teacher. Our School Council is extremely active in our efforts to promote engagement and is able to draw on a wide range of community partnerships and expertise to ensure success. Councils roles, in areas such as policy development, development of our buildings and grounds, fundraising and overseeing our OOSH program, are highly resourced and widely supported. Of significant note is our focus on a review of communications which has led to some important initiatives such as our school app and various other modifications. As a community we are immensely proud of what we are able to support and enable our children to achieve. We work to give them a positive outlook and equip them with the skills and disposition to persist when challenged, giving them the greatest foundations for future success in whatever pathways and endeavours they choose.

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.

[Attendance requirement for this position] 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

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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 [email protected] 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.

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: https://www2.

education.vic.gov.au/pal/child-safe-standards/policy

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: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx