Job Title

Frankston East Primary School was established in 1952 and is located in Ashleigh Avenue Frankston in a residential area with a small shopping centre close by. Our current enrolment is 149 and is drawn mainly from the local area. School Ethos: The school promotes an atmosphere where excellence is valued and where the children are encouraged to develop to their maximum potential. The school provides a secure and happy environment, where the focus is the child and where children share the responsibility of their own learning. Facilities: Frankston East Primary School has eight buildings consisting of permanent classrooms, art room, library, music room, science room and a school hall. The school is set in spacious grounds with a number of playing areas, two basketball courts, cricket nets, quiet areas and an oval. The community are proud of their grounds and have worked collaboratively to keep them looking attractive and to make improvements whenever possible. Curriculum Program: A broad curriculum is offered with well-developed programs in the eight Key Learning Areas. The school is proud of its music program which is valued by students, parents and staff alike. The Frankston East Annual Student Theatre (FEAST) has the school working together in a great example of team work with the production taking place at the George Jenkins Theatre each year. Our Carols night also attracts a large crowd each year. We also offer specialist classes in Art, LOTE, Music, Physical Education and Science. Our well-resourced Science Centre is enjoyed by students across the school. The school also offers a variety of programs designed to extend and enrich our students. These include Camps, Water Safety, Swimming, Inter school and Intra School sporting opportunities. Frankston East Primary School belongs to the Central Peninsula Network of schools with close ties to Ballam Park Primary School, Karingal Primary School, Karingal Heights Primary School and McClelland College. Student Welfare: Our community encourages high standards of behaviour based on co-operation, respect, mutual responsibility, self-discipline and kindness, and actively promotes harmonious student relationships. Staff have undergone professional development and we have a setting where internal networks and structures support the students and the teachers. A Welfare Team consisting of the Principal, Primary Welfare Manager and the appropriate Classroom Teacher provides the supportive staffing personnel required to address issues of concern. Parents are kept fully informed of changes and progress in this area. To ensure a consistency of procedure, all matters pertaining to welfare concerns are directed initially through the Welfare Manager. Parent Involvement: We have an active School Council and a Parents and Friends Association. The parents work hard to promote our school and to raise local funds. The school has an open approach to parent connectedness and openly encourages parent involvement in areas like reading and general room assistance etc. Warren BullPRINCIPAL 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 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 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. 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. 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 [email protected]. Applicants seeking parttime 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 casebycase 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: 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 preemployment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. 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 preemployment 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 #J-18808-Ljbffr