Ed Support Level 1-range 1

Pearcedale Primary School

Pearcedale, VIC

Posted 6/20/2019

    One of Victoria’s most community-connected schools, Pearcedale Primary is located in a semi-rural setting on the edge of the Mornington Peninsula (60kms south-east of Melbourne’s CBD). The school was established in 1908. Now, in 2019, the school has an approximate enrolment of 870 students (divided into 36 classes) and a workforce of 80 employees. The school also hosts the Pearcedale Facility for Deaf and Hard of Hearing Students, comprising of 28 students with moderate to profound hearing loss. These students are integrated into the school program and receive listening, speech and language training and support from Facility staff. The Student Family Occupation (SFO) index is consistently around 0.45. There are 9 students who qualify for additional support through the program for students with a disability (PSD) at the school.

    The school offers a holistic approach to education that recognises the diverse needs of its students and the importance of tailoring teaching and learning to enable students to reach their potential. It also acknowledges the importance of an organised and effective approach to ensuring that the wellbeing needs of all students are met. The school is currently working towards becoming a “Kids Matter” school and students have targeted welfare lessons at least once a week.

    The school community takes great pride in the environment and facilities of the school. The school has committed substantial funding into resourcing and implementing up to date technologies throughout the school. It is highly anticipated that continued growth and development in this area will remain a priority for the school.

    The specialist areas of Performing Arts, Physical Education, Science, Visual Arts, AUSLAN and Digital Technologies are a feature of the school. The combination of purpose built teaching spaces, great resources and highly skilled specialist teaching staff has contributed to the success and recognition of these programs. The school is justifiably proud of consistently being a Victorian finalist of the Wakakirri Dance Competition.

    In 2010 the school became a pilot school for Professional Learning Communities in Australia and began working towards becoming accredited which was achieved mid 2014.

    The focus of Professional Learning Communities is on:

  • Ensuring that Students Learn,
  • A Culture of Collaboration and
  • A Focus on Results.
  • This has brought about significant change to the way in which professional learning teams plan, deliver and assess the curriculum. In keeping with the school’s Motto of “TEAM”, the culture of collaboration is now well embedded into the school. All teams work together to ensure that all the students in their grade level are involved in the best learning environments. There is a shared responsibility for all students in a year level. A significant part of being a PLC is ongoing research into optimising the learning for students. As a result of being a PLC, the school has researched and implemented new programs which are having a great deal of success.

    The school has committed resources to ensuring that timely and targeted interventions are embedded into the weekly timetable to ensure success for all students. In 2018 an Intervention Team was established to systematically and regularly withdraw students for short periods of time to provide targeted intervention.

    The school also prides itself on providing a welcoming, caring and friendly environment. Parent participation is actively encouraged and the school community is seen as an integral part of the school. Parents participate in a wide range of school activities including assistance in classroom help, excursions and camps. The Parents and Friends Association raises significant funds for the school through events such as School Carnival, Twilight Markets and Trivia Nights.


    The Schools Motto is TEAM and this is very much the way we structure our school with a focus on collaboration. The school has a Management Team, Curriculum Teams, Professional Learning Teams, a Consultative Committee and Committees which manage most areas of the school.


    Teams and committees meet on a regular basis and report back at staff meetings. All areas of the school have representation on these committees and all staff members are expected to represent their team on one or more of the committees.


    Our school is well supported by active and energetic School Council and Parent and Friends Club. School Council is organised into subcommittees, assisting in the handling of functions of the school.

    The Parents and Friends Club support the school in a wide range of activities.


    Pearcedale Primary School provides a progressive, safe and happy learning environment, which encourages children, staff and families to all play an active role in the process of education. This is in line with the schools charter motto of:


    T.E.A.M

    Together Everyone Achieves More



Selection Criteria


SC1 Ability to develop a high level of rapport with students, and the ability to respond appropriately to specific student learning, behavioural and emotional needs.


SC2 Demonstrated knowledge of approaches for working with children with disabilities and impairments.


SC3 Highly developed interpersonal and communication skills when dealing with students, parents, staff, guidance officers. Speech pathologists and other professionals.


SC4 Capacity to work cooperatively as a member of the school’s support team including an ability to work independently and under supervision.


SC5 A commitment to professional learning and growth.


SC6 Ability to provide a high level of classroom support for a student with Challenging Behaviour, Vision Impairment and Autism Spectrum Disorder.



Role


Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.



Responsibilities


¿ROLE OF AN INTEGRATION AIDE AT PPS

  • The primary role of an integration aide is to support the integration of specified student(s).
  • A secondary role is to assist in other ways not directly in support of those students, but which assist the class teacher in facilitating the integration process overall.
  • Assistance where necessary in classrooms, playground, toilet, car/bus, recreation areas, etc. This need for assistance will vary according to the integration student’s requirements.
  • Attendance to ‘Sick Bay’ and First Aid duties as required.
  • Assistance with toileting, meals, lifting and administration of medication to students requiring special care when required.
  • Some students may require one-to-one attendant care to ensure their own and/or other students’ safety inside and outside the classroom.
  • Assistance may be required for a student during paramedical and physical education sessions, eg. To assist with physiotherapy activities and exercises.
  • Assistance with verbal communication e.g. Students with speech impairments.
  • Assisting students in learning to work with others in a small or large group situation.
  • Assistance to enable the student to participate in educational activities of the classroom.
  • In accordance with the Duty of Care, be prepared to physically restrain students when necessary.
  • Participate in school excursions and extra curricular activities, such as camps, sports days etc.
  • Assist students on an individual or group basis in specific learning areas.
  • Assist in the preparation of student resources and equipment.
  • Assist and support the implementation of instructional programs.
  • Assist with the communication between students and teacher, particularly the interpretation of instruction.
  • Provide basic physical and emotional care for students.
  • Participate in the monitoring and evaluation of programs and evaluation of individual student’s involvement and achievement.
  • Assist with the liaison and communication between parents, teacher, other staff and members of the wider school community.
  • Assist in the identification of own training needs.
  • Other duties as directed by the Principal.


Who May Apply


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



EEO AND OHS Commitment


The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.



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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx



DET Values


The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx



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.


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To view and apply for this job on the web visit:

http://www.fmpjobs.com.au/job/12385904