Ed Support Level 1-Range 2

Westbreen Primary School No. 4158 a school with a proud history since 1923.

The school is located at the intersection of West Street and Boundary Road in Pascoe Vale, Melbourne.

Westbreen Primary is a dynamic learning community where tradition and innovation are woven into the culture and practices of the school. Whilst history is important to us, having just celebrated our 100 years anniversary, we continue to look to the future by providing our students with a broad range of opportunities to reach their full potential. We encourage our students to become more community minded in the knowledge that our future adults will need a set of skills, personal attributes and values to thrive successfully in our globally connected world. Our school vision, Learning Together for Life, reflects our belief that by instilling the appropriate learning environment, our students will be well prepared to thrive and meet future challenges.

We inspire our students to make a positive contribution to the life of our school, believing each of them has the potential to make a real difference. Our teaching philosophy of developing the whole child, integrates the inquiry-based approach with the core teaching of literacy and numeracy. This approach allows for the development of conceptual understandings in all areas of the curriculum our students will be better equipped to increasingly plan and self-manage their own learning. Students have specialist opportunities in areas of sports, visual arts, performing arts, science and Italian. Involvement in instrumental music, school concerts, art gala evenings and various social programs broadens opportunities for our students. Our Student Voice Program encourages students to reflect and develop on the qualities of good leadership and effective citizenship.

Our staff are passionate about their teaching and encourage all students to strive to achieve their best with their learning, social skills, school spirit and sense of service to others.  Staff at Team Westbreen work collaboratively in Professional Learning Communities using instructional models to support program planning, inform conversations, guide observations, critique and reflect on classroom practices. Our Strategic Plan, supported by our Annual Implementation Plan, focuses on teaching and learning; building teacher capacity and accountability (in terms of assessment and data collection), regular support and feedback on planning, in class observations and reciprocal teaching, we can ensure that all staff have a shared vision and contextualise their teaching practices leading to improved performance outcomes for all students.  Staff focus on developing all students capacity as learners through our commitment to teaching excellence and differentiating the delivery of the curriculum to cater for the range of student abilities.

Our school promotes a set of values, which empowers students to make positive contributions to the school and wider communities - Responsibility, Respect, Achievement, Care and Compassion and Co-operation.

A key element in our students¿ success at Westbreen Primary is the fostering of a strong partnership between the family and the school through clear and continuous communication. Community members are an integral part of the school's educational program, supporting students, participating in areas of the curriculum including classroom helpers, maintenance of facilities, and fundraising activities. Our community benefits from the experience of parents and links with local community. All parents are encouraged to be actively involved in their child¿s education, school events and decision-making opportunities.

The school is dedicated to providing all learners with:

1. A range of quality and engaging learning experiences;

2. A happy and safe school environment, where learners can take risks and meet learning challenges;

3. A supportive and creative classroom, school and playground;

4. Opportunities to develop the knowledge and understanding, skills and values, to live a confident, satisfying and productive life.

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.

Please note this role is 5 days a week, Monday to Friday, 9am to 3:15pm. 

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.

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

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 *******@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview