Learning Support

Location: Melbourne | Northern Metropolitan

Job type: Part time / From 28/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1457629

Location Profile School Profile Meadows Primary School is proudly multicultural, having 18 language backgrounds other than English with 71% of students recognized as English as Additional Language (EAL). Meadows Primary school has a number of families with refugee status (6%) and/or new arrivals to Australia. It is often the case that children from these families enter Meadows Primary School with little to no English.

These students may have had limited exposure to formalized schooling and may have experienced traumatic events in their lives. We have a significant percentage of transient students who enter and leave our school at various times throughout each term, usually due to government housing, VISA status, domestic or family violence and legal issues.

Meadows Primary School engages in the School Wide Positive Behaviour Support (SWPBS) framework and Berry Street Education Model (BSEM) to support trauma-informed practice. We believe positive behaviours can, and should be taught. All staff are trained in the BSEM, with the strategies embedded across the school. This philosophy underpins the teaching and learning programs and the learning environment. These strategies support students and teachers in their teaching and learning.

Teachers follow scaffolded instructional models that support phonemic awareness and synthetic phonics for Reading, Teaching and Learning Cycle for writing and vocabulary development, and the Four Proficiencies for Mathematics. All of which is underpinned by explicit teaching and use of HITS. Research into the Science of Learning has led us to implement changes to whole school practice that support students in their learning.

The school has a strong focus on Professional Learning Communities (PLCs) where teams drive their own cycles of inquiry, based on student needs. PLCs are fully embedded across all teaching teams, with teachers engaged in high-level discussions with each other and school leaders about student achievement, growth and next steps of learning. Teachers have high levels of agency in the way they design curriculum and assess student learning, with teams having their own decision-making capacity. There is a strong emphasis on distributed leadership within all teams, focusing on leading from the middle, rather than as a hierarchical, top-down approach.

Collaboration is key, and we use PLCs as a means to effectively improve school culture and increase student achievement. It is the way teachers collaborate with each other, with their students and the level of inquiry they enter into, which will determine how successful we have been at creating a strong learning culture.

Our school vision states that: 'We are an inclusive and safe learning community that empowers students to achieve their potential and live our values. We are responsible, respectful and resilient'.

The main driver to achieve our vision is the development and commitment to continuously improve our school culture. We do this through an agreed set of values and norms which we call the 'Meadows Cultural Compass'. Our Cultural Compass was developed with staff to create agency within the school and for teachers to have significant input into the way they work. We do this by developing collective efficacy and academic emphasis through whole school inquiry.

The school runs a community hub (part funded by Community Hubs Australia) to provide programs that support our families. These include Adult Conversational English, Reading and Writing programs, cooking and gardening classes (run through our community garden program with qualified horticulturalists), Playgroup, Adult Health and Child Minding.

The school also has an onsite kindergarten, managed by the Northern School Early Years Clusters. Three and four-year-old groups are offered to families and this complements a smooth transition from playgroup to kinder to school for all our families.

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 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 coordination 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 coordination, 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.

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******

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:

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. 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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