Education Support

Thank you for showing an interest in the advertised position at our school. Joining our school provides an excellent opportunity to join a dynamic, committed and motivated professional learning community. We are extremely proud of the culture and community that we have established. Newbury Primary School is a government school located in the rapidly growing residential area of Craigieburn. The school opened in 2017 with 279 students and now has a student population of over 1100 students. The school is located at the intersection of Newbury and Grand Boulevard and caters for students in Years Prep to 6. Over 80% of students identify as learners where English is an Additional Language and we provide a range of supports across the school to support them and their families including environmental print, a response to intervention approach to EAL tuition, Arabic Multicultural Education Aides and connections with external support services. We are committed to promoting an inclusive culture that encourages and promotes an understanding of race, religion, ethnicity, disability, sexual orientation, gender and identity within our school community. Newbury Primary School is a holistic learning community that provides exceptional teaching and learning experiences. We are guided in our work by the Framework for Improving Student Outcomes 2.0 and the Timperley Inquiry and Knowledge Building Cycle. Teaching staff work in Professional Learning Communities where they undertake guided inquiries to determine the focus of their work and achieve optimal student learning outcomes. We implement teaching practices based upon the Science of Learning to provide students with a well sequenced, comprehensive and personalised education program. Our instructional models, based upon the Gradual Release of Responsibility, include a daily review of previously taught concepts, explicit teaching using direct instruction, independent practice, reflection and self‑assessment. The teaching and learning programs are intellectually challenging, engaging, foster creativity, reflect 21st century approaches and have a strong focus on English and Mathematics. Teachers use a range of student data to complete live planning and curriculum design to ensure the needs of students are met through a personalised approach. The school values academic rigour and has high expectations of all members of the school community, both in academic pursuits and social behaviour. Learning is supported through targeted intervention and development programs. Student wellbeing and engagement is at the centre of all that we do. Calmer Classrooms provides the foundation to a safe, secure, educationally stimulating, calm and nurturing environment where effort is recognised and intrinsic motivation encouraged. A range of supports including social skill development, School Wide Positive Behaviours and Respectful Relationships are incorporated into everyday practice to reflect the school’s holistic approach to learning. We are proud to be a Respectful Relationships Lead School. All teaching and support staff work collaboratively and are committed to having a shared responsibility for the emotional, social and academic development of every student. Being able to quickly build quality, positive and respectful relationships with staff, students and families, is reflected in our values of community and respect. Our Vision To provide a dynamic learning community where all students are empowered to learn and achieve personal success. Our Mission At Newbury Primary School we are committed to creating a safe, secure, educationally stimulating, calm and nurturing learning environment underpinned by high expectations and the recognition of effort. We focus on the emotional, social and academic development of every student as an avenue of developing confident, creative, compassionate and informed citizens who are actively engaged in their community. The strong sense of community is evident in the continuous, honest and open dialogue between all stakeholders. Newbury Primary School has a commitment to zero tolerance of child abuse. The core beliefs we advocate are: Student wellbeing and engagement is at the centre of all that we do A positive attitude to academic and social learning is essential Personal effort is to be recognised and valued Our Values Respect: Demonstrating care and consideration for ourselves and the feelings, opinions, belongings and expectations of others. Integrity: Demonstrating honesty and trust through personal accountability and responsibility for our actions. Effort: Demonstrating a positive attitude and the desire and determination to learn new skills, strive for improvement and be persistent. Community: Demonstrating and promoting a sense of belonging, unity and connection that is strengthened by a clear understanding of the expectations of all members. Joining Newbury Primary School Joining our school provides an exciting opportunity for prospective employees with exemplary interpersonal skills and a strong commitment to working as part of our learning community to establish and embed the school’s values, culture and philosophy. We welcome dedicated educators who are open to learning and to being challenged to accelerate their professional growth. As a new member of our community, you will be supported through a structured induction program, with a wide range of supports available to assist you in assimilating into our community. Our school community is fantastically diverse with over 40 different language backgrounds being represented through our families and staff. We also have a Student Wellbeing Counsellor, Mental Health Coordinator and Student Wellbeing Support dog, Rolo, to further support student health and wellbeing. It will be an expectation that the successful candidate possesses a strong work ethic and supports the work of Principal Class in continuing to provide a positive, nurturing, inclusive and stimulating learning environment in our school. If further information is required, prospective applicants can contact our school's office on to speak with the Principal, Michelle Nunn. Please ensure you read the key selection criteria carefully to address the correct requirements. Applications should include a curriculum vitae detailing relevant qualifications and experience, responses to the key selection criteria, and the names and contact details of three professional referees. Selection Criteria SC1 Demonstrated skills to undertake a range of support tasks while assisting teachers to implement individual learning programs for students with additional needs. SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide attendant care to students where necessary. SC3 Capacity to work cooperatively with a range of people including teachers, education support, students and parents. SC4 Demonstrated skills in nurturing and promoting the health and wellbeing of all students. SC5 Demonstrated capacity under teacher direction, to support students with a range of learning and behavioural needs. Role Hours 8:50am-2:50pm Monday to Friday 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 Assist students on an individual or group basis in specific learning areas. Assist with the communication between students and teachers, particularly the interpretation of instructions. Provide basic physical and emotional care for students. Participate in team meetings. Assist with attendant care. Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills. Assist in the preparation of student resources and equipment. Prepare basic curriculum support resources. Set up and put away equipment and materials in support of teaching programs. Observe students and draw the attention of the teacher to them where necessary. Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement. 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 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: 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: 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. #J-18808-Ljbffr