Ed Support Level 1-Range 2- Mat Leave

Overview

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 2

Occupation: Education and Training

Location: Wangaratta

Reference:

Location Profile

Beechworth Primary School Profile 2025

Beechworth Primary School, set in beautiful North East Victoria, was built and first opened in 1875. Its buildings consist of a central heritage building, a Bastow building, built in 1875 and classified by the National Trust. An additional new building was constructed under the Building Education Revolution funding in 2008. The school is set on five acres of spacious and attractive grounds that feature a stand of Sequoias more than 100 years old. We have approximately 180 students from Foundation to Year 6 and 15 staff members, including two administration staff.

Beechworth Primary School believes that mutually supportive home-school partnerships are essential in order to promote positive student engagement and wellbeing. As a School-Wide Positive Behaviour Support (SWPBS) school and a Respectful Relationships lead school, we purposefully aim for high expectations from all members of our community and celebrate displays of positive behaviours.

We have a small number of Aboriginal students who have come from a variety of places across Australia, including the Northern Territory. Beechworth is an eclectic community, with students coming from a wide range of backgrounds and cultures. Need a comment on student diversity here

We are proud of our diversity and inclusive school community.

We strive to provide a nurturing and challenging learning environment that empowers students to reach their personal best, both academically and socially.

School values, philosophy and vision

At Beechworth Primary School, our School Values and School Philosophy are integral to the work that we do and is the foundation of our school community. Students, staff and members of our school community are encouraged to live and demonstrate our core values of respect, safety, persistence and caring at every opportunity.

School Philosophy: Beechworth Primary School is a child-centred school. The voices of the children are significant and their views are respected. We believe that children are adventurous in acquiring knowledge, intellectually curious and keen to actively engage in making sense of the world. We encourage joyful pursuit and excitement of learning for our entire School Community.

School Vision: Empowering all students to be respectful, persistent and caring learners in a safe and connected community.

School Motto: Respect, Safety, Persistence and Caring ¿ Always

School Values:

Respect:

At Beechworth Primary School, we demonstrate respect to ourselves, our peers, our teachers and visitors to the school. We demonstrate respect by:

• Following staff instructions respectfully
• Listening attentively to our teachers, classmates and visitors to our school
• Valuing the opinions of others
• Speaking kindly and thoughtfully to each other
• Looking after school equipment, classrooms, the school grounds and our personal belongings

Safety:

At Beechworth Primary School we seek to make our school community a safe place for students, staff, families and all visitors. We share in the responsibility of keeping ourselves and others safe by:

• Moving around the school grounds and buildings safely
• Entering and exiting the school grounds in the correct manner
• Using school and individual equipment appropriately
• Being Cyber Safe when using technology
• Playing and learning in spaces where we are supervised
• Using all school facilities the way they are intended to be used
• Looking out for the safety of others

Persistence:

At Beechworth Primary School we seek challenges in our education and we work hard towards achieving our goals. We continually grow as individuals and as learners by giving/trying our best in the classroom, in the playground and at home.

We demonstrate persistence by:

• Listening to feedback and taking on suggestions for improvement
• Persevering in academic, social and extracurricular activities and by knowing when to seek help
• Having a growth mindset and understanding that mistakes and challenges are a part of learning
• Never giving up and seeing something through to the end

Caring:

At Beechworth Primary School we strive towards caring for ourselves, others and our environment. We are a caring school community that displays kindness and understanding to others through our words and actions.

We demonstrate caring through:

• Speaking to others how we would like to be spoken to
• Considering others¿ needs by showing generosity, patience and understanding
• Making others feel special by making them feel a part of a community and including them in our games
• `Friending¿ someone on the buddy bench
• Using encouraging words
• Being honest
• Looking after ourselves (exercise, good nutrition, plenty of sleep, effective hygiene practices)
• Picking up rubbish in the yard and tidying up after ourselves in all settings

Teaching and Learning

Beechworth Primary School addresses the learning needs of each and every child. Our Curriculum program runs on a repeating 2 year cycle, and covers all aspects of the Victorian Curriculum, emphasising Literacy and Numeracy. For our Inquiry based learning we use a program called MAPPEN. MAPPEN units are designed around eight concepts, each explored developmentally from Foundation through to Year 6. Following the MAPPEN program all students explore the same concept at the same time, allowing for whole school immersion and cross level collaboration. The eight concepts are Community, Sustainability, Social Justice, Creativity, Identity, Change, Necessity and Curiosity.

Determining the specific learning requirements of each child is the key to our highly successful literacy and numeracy program. Our teaching and learning is based on the Victorian Curriculum. Pre assessment, collaborative planning together with enablers and extenders allows students to work at their point of need. In this way, gaps in individual learning are continually identified, and teaching is fine-tuned to address them. Knowing precisely which literacy and numeracy concepts each child needs to develop ensures the progression of all students.

We have teachers dedicated to specialist programs in Performing Arts, Physical Education, Music and Visual Arts. Our LOTE (Languages Other Than English) program focuses currently on Japanese (Junior) French (senior) language. We also offer an excellent Sports program, with opportunities for students to compete at regional through to state levels.

If you have any queries please email Principal Sue McDonald on [email protected] .

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

[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

Responsibilities may include:

• 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.

EEO AND OHS Commitment

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.

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 [email protected]

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 to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Applications close Wednesday 18 June 2025 at 11.59PM

Posted 05 June 2025

---