Ed Support Level 1-Range 1

About Bell 2018

Bell Primary School is a growing dynamic school with a 2017 enrolment of 513 students. The school is proud of its long history of providing education in the Preston community since its establishment in 1928. The pleasant well maintained school grounds enhance the learning programs and community activities. Bell Primary School is committed to building active student and community involvement – a principle that underpins a range of programs and community bodies.

The school is supported by an active community including Active Dads, Fundraising Committee, School Council Sub Committees – Community Engagement Committee and Infra-structure Committee. Our school encourages students to operate independently and co-operatively, to be valued and value others and to take pride and pleasure in participation and achievement. Creativity, Respect, Resilience, Curiosity, Collaboration are the key values that guide our future planning and direction setting.

A social competencies program, Program Achieve - ‘You Can Do It’ provides a framework for the development of specific social competencies to support the development of strong personal and interpersonal skills. Within the Wellbeing framework Bell offers a range of extracurricular activities as part of its commitment to supporting students’ wellbeing. Since 2007, we have implemented a whole school approach to developing classroom relationships, setting goals, values, expectations and establishing the scene for a productive year through the Start Up Program. The first week of the year is spent on setting the tone in each room with a strong emphasis on values and effective relationships.

The Learning Centre, main building and 9 Modular-5 buildings provide flexible learning areas that support staff in catering for the learning needs of individual students. The 24 classes in 2018 will be 5 x Prep classes, 3 x Grade 1 classes, 4 x Grade 2 classes, 3 x Grade 3 classes, 3 x Grade 4 classes, 1 x Grade 3/4 class and 5  composite grade 5/6 classes.  As an AiZ Phase 1 school, there has been significant improvement in learning outcomes and we continue to support our teaching and learning with a focus on Literacy, Numeracy and Curiosity.

Having completed the school review in 2016, the Strategic Plan for 2017-2020 is now in place, our four year goals include:

To build relationships and a culture of trust across the whole community.

To improve student outcomes by building teacher practice excellence though high quality and consistent instructional practice.

To grow the leadership capabilities of our school through the implementation of a revised leadership structure aligned with the whole school vision.

We will continue our focus on enhancing classroom teaching and learning strategies and improving student achievement outcomes with an emphasis on individual extension and support. Programs for Visual and Performing Arts, Bike Ed, Science, Environment and a Health and Personal Development Program and a LOTE (Italian) program complement these essential learnings. Students also participate in: Junior School Council, student forums, debating, leadership training, GATEWAYS, Science and Technology Exhibition, school productions, choir, Social Justice Club – including a Student Conference and Maths Olympiad.

A wide range of physical activities including interschool sport, swimming, dance sport, gymnastics and an outdoor education camping program balance our curriculum.  Students are also able to participate in a range of extracurricular activities including French, instrumental music – keyboard, guitar and violin, singing, Kelly Sports, Lego and Chess Clubs.

SC1    Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2    Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3    Demonstrated proficiency in the use of educational devices, software or relevant technical equipment to support students with special needs.

SC4    Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5    A commitment to professional learning and growth.

Attendance Requirements: Monday to Friday 9.00am to 3.30pm

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.

The responsibilities of this position will be to:

• Support the delivery of modified programs for special needs and PSD funded students
• 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 toileting, meals, lifting and administration of medication to students requiring special 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

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

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.

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

- 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

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.