Glenroy West Primary School was built in 1958 and is located in Glenroy 16km north of metro CBD. There are large maintained grounds that provide for active and positive play, adventure playgrounds and native gardens.

Glenroy West Primary School is a kindergarten to year 6 school and has a history of excellence in education. This school is very well regarded by the local community, and has always had a reputation as an excellent Victorian Government school due to high expectations for both teaching, learning and behaviour.

The school has increased enrolments from 205 students in 2014 to an enrolment of 303 for 2019.

Glenroy West Primary School is an authorised IB (International Baccalaureate) World School for the Primary Years Programme (PYP).

The student population is diverse with thirty languages represented at the school and 65 per cent of students coming from a home where English is not the main language. Our EAL (English as an Additional Language) student population is increasing and the school has a SFO index of 0.7081. The school has a kindergarten on site which is called York Street Kindergarten operational from 2014 under the banner of the Northern Schools Early Years Cluster. The York Street Kindergarten has an excellent educational program for both three and four year olds. There is a strong link between the school and kindergarten to ensure a seamless transition in the Early Years.

The curriculum provides explicit teaching and learning in literacy and numeracy based on the Victorian Curriculum. The school provides an inquiry-based authentic approach to teaching and learning, where literacy and numeracy are embedded. As part of the PYP program a learner profile with a set of attributes and ideals that aim to inspire, motivate and focus learning in the 21st century is promoted. Specialist programs include visual and performing arts, physical education, Maker space and LOTE (Indonesian).

Our staff is highly trained, dedicated and professional in upholding high academic, social and personal standards. They constantly strive to ensure that students access The Primary Years Programme (PYP-IBO) curriculum that is both personalised and rigorous. As an accredited IB World School, all teaching staff receive professional training to ensure the programme is delivered consistently at a high level across the school.

The school implements the Kath Murdoch model of inquiry linked to the PYP from Foundation to Year 6. We adopt a forward thinking approach to curriculum development and delivery so that all students will be engaged in a curriculum that prepares them for their future. We emphasise personalised learning, goal setting for all students, EAL program, literacy and numeracy intervention at the school for those students who require the foundations for language acquisition and further individualised learning from Prep to Year 6.

The school has an ongoing focus on developing the open teaching spaces by linking pedagogy to practice. All classrooms have interactive whiteboards installed, a one to one iPad program from Grades 3-6 with a strong focus on teaching and learning. The focus continues to be on 21st century learning with the use of flexible learning spaces, teacher practice and working collaboratively with other schools in the local Moreland Network in partnership and across the system.

The school is excited about the future as we will work together to continuously improve the quality of teaching and learning to achieve high standards of education for all students.

SC1 Capacity to undertake routine support tasks associated with the Out of Schools Hour Care Program 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 office systems, software or technical equipment as relevant to the position.
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.

SC6 Demonstrated capacity to provide an approved learning framework that enhances each child's learning and development.

Attendance requirement for this position is 7.00am to 9.00am and 2.45pm to 6.00pm, with 3.75 hours administration time per week, equating to 30 hours per week.
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.

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

The responsibilities of this position will be:

• Organising and purchasing of the daily food for the program
• Attendance rolls for students
• Invoicing of parents using the service
• Staffing rosters and emergency workers
• Organising weekly activities and food timetable and publish in the school newsletter
• Prepare forms, accreditation documents and reports for School Council
• Keeping current OSHC enrolments, including medical information and access restriction information up to date
• Filing and general administration for program

Serpell Primary School is a dynamic, thriving learning community made up of a diversity of cultural and linguistic backgrounds with a population of 1150 in 2018 . Parents, staff and students share a common goal; the commitment to educational excellence and personal growth. In partnership, we have developed a distinctive philosophy based on the maximisation of individual potential and the recognition that we are a community of learners. We are committed to offering learning opportunities that promote a thinking culture, cater for individual learning styles, engage and extend our students, develop independence, resilience and collaborative learning. Our school has a strong tradition in the provision of excellence in educational standards and the development of students who strive and achieve success in academic, artistic and sporting arenas.
Set in the picturesque landscape of Templestowe, 15 km east of Melbourne, the school provides for both the local and international community through extensive programs that stimulate learning, creativity and imagination.
The ultra modern design of the school facilities provides a quiet, secure learning environment and promotes a sense of belonging and identification with school culture. Interactive technology in each classroom enables students to communicate readily on-line through the internet and to develop sophisticated research and visual literacy skills. Extensive sporting facilities enable students to develop outstanding skills in a broad range of sports.
Students at our school are taught the skills to work co-operatively with others, behave respectfully and to value their cultural heritage.

SC 1: A comprehensive knowledge and understanding of nursing services in respect to child and adolescent health and development, an ability to practise nursing care within DET legislation, policy and procedures, as well as, the capacity to advocate for and protect the rights of children and young people.

SC 2: High-level ability to effectively address the complex healthcare needs of students and groups, including coordination, organisation and provision of specific training and health promotion that contributes to a whole school approach to the maintenance of a healthy work and learning environment that is respectful, safe and supportive of students and the school community.

SC 3: Sound verbal and written communication skills and a proven commitment to collaborative practice with all community members including Teachers, Education Support Staff, Parents, Allied Health Professionals and Medical Practitioners to ensure the provision of a high quality nursing service.

 SC 4: A commitment to ongoing professional development of self and others that supports improved individual student and whole of school community health outcomes, as well as, an adherence to Department of Education and Training values.

• Liaise with staff, families and other professionals to provide a quality nursing service to enhance the quality of life for students with special needs
• Provide primary nursing care to sick and injured students and staff and carry out regular nursing procedures as required
• Advise teachers and parents of any health intervention which may be required following consultation with students
• Provide instruction and advice to staff regarding the administration of medication
• Order medical supplies and keep an inventory of equipment and first aid supplies, liaising with SPOTLESS as necessary
• Maintain up to date notices, concerning DET health requirements e.g. Notifiable diseases, exclusions etc.
• Report to relevant Teachers, Principal Class and Wellbeing Staff, any matters of concern regarding the wellbeing of students
• Provide assistance to staff with the ongoing management of health related issues

• Provide training in conjunction with the School Care Program
• Maintain up to date medical records and distribute to relevant staff
• Provide professional information relevant to discipline
• Contribute to the development of school policies where applicable
• Maintain up to date student files, accident/incident records and case notes
• Collaborate, where relevant, with staff or external schools and agencies to support transition processes

Additional Whole School Responsibilities

• Assist across the school as directed when required
• Report any OH&S hazards through school processes
• Attendance at In school PD out of school hours
• Attendance at risk assessments

Candidates must have an approved Registered Nursing Qualification

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

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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

• 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

Glendal Primary School, established in 1971, is situated on two and one half hectares of land in Glen Waverley. Glen Waverley is an eastern residential suburb of Melbourne, approximately twenty kilometres from the central business district. Students are drawn primarily from the neighbourhood area, with some families travelling from near-by suburbs to attend the school. New enrolments are currently limited to families living in the school zone, unless vacancies exist. The school had an enrolment of 889 students in 2018. The student population reflects the characteristics of the surrounding community with a diversity of backgrounds.

Facilities include an Administration building housing a Conference Room, Community Room (Mi Café – Meet and Inform), Health Centre and Staffroom. Other facilities features include an Arts Centre, Library and Computer Lab and a Science building incorporating six classrooms and literacy spaces for Reading Recovery and English as an Additional Language (EAL). A full-sized gymnasium and a Performing Arts Centre accommodate weekly assemblies, concerts and musical performances as well as music and physical education classes.

The 2018 staffing profile consists of 48.9 full time equivalent (FTE) teaching staff with a complementary support staff. Teaching staff comprises a Principal, three Assistant Principals and five Leading Teachers/Learning Specialists.

The school’s curriculum framework incorporates the eight learning areas required by the Education and Training Reform Act 2006, aligned with the new Victorian Curriculum and incorporating an emphasis on Literacy and Numeracy. An integrated approach to learning is also aligned with the Victorian Curriculum incorporating the explicit teaching of thinking and problem solving skills and a well-resourced digital technologies program.

In addition, a range of extra curricula and other opportunities is provided to students. These include specialist programs consisting of Physical Education and Sport, Music and Performing Arts, Visual Arts and two Languages Other Than English (Mandarin in Foundation to Year 6 and French in Years 5 and 6) and a specialist Science and Technology/Robotics program across the school.

Support and enrichment programs are offered including Science Talent Search, Competition Chess, Robotics, RACV Energy Breakthrough Competition, a wide range of sports, filmmaking, choir, Bollywood and Chinese dancing, Senior and Junior Band and Performing Arts productions.

The school has a Global Relations program that includes regular student exchanges with Joint Environmental Mission sister schools in the USA (Pennsylvania and Hawaii). This program is an integral part of the school wide ‘Sustainability and the Environment’ program. Exchange visits also occur with a sister school in Christchurch, New Zealand.

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 office systems, software or technical equipment as relevant to the position.
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.

SC6 Capacity to undertake student and teacher support tasks assisting in the improvement of student outcomes in literacy and numeracy.

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.

- Undertake clerical and keyboard duties in support of the school administration function.
- Provide document preparation support.
- Maintain, enter and retrieve data from the schools computer system.
- Perform reception duties, including the screening of visitors to the school, and arrange interviews as required.
- Prepare straightforward correspondence according to school procedures (e.g. sending out form letters).
- Prepare inventories, requisitions and uncomplicated documents.
- Maintain and update basic written records.
- Obtain basic data or factual information from given sources, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
- Make less complex routine entries in records, e.g. stock movement; file movement, accounts, leave.
- Make appointments and maintain diary records.
- Select and use equipment in accordance with school procedures and manufacturer's instructions.
- Receive enrolment documentation and record data.

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

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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

• 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

North Melbourne Primary School is one of the few schools close to the CBD. It backs onto Flemington Road; the boundary between North Melbourne and Parkville. The Royal Childrens, Womens and Royal Melbourne Hospitals are located nearby. St Michaels Catholic Primary School, T University High School and University of Melbourne are all within walking distance of the school. The school also has easy access to the facilities and space of Royal Park.

The school itself consists of seven large buildings. The original building dates back to 1874 and has recently been refurbished. It consists of classrooms and an Arts wing, including both Visual and Performing Arts rooms. Recent additions to the school are flexible learning spaces, known as The Flex, The Comm, Clouds. The previous library open learning space became the Hive in 2016.

The student community reflects the cultural diversity of the surrounding neighbourhood, including North and West Melbourne, Parkville, the CBD and the Docklands. There are approximately 30 different nationalities represented. In February of each year the school conducts an International Dinner, providing the opportunity for families to come along, meet each other and enjoy a feast of foods from the various cultures.

The school has easy access to several local community resources, including the North Melbourne Library, Swimming Pool and The Huddle, an educational and community facility at the North Melbourne Football Club.

The Melbourne University Graduate School of Education has enlisted the school as a base school for the School-University Partnership Model for teacher education. The school provides teacher candidates from the University with placement experiences across all year levels. The school also provides a Teaching Fellow to liaise with Teacher Candidates, Mentor Teachers, not only from North Melbourne Primary School but also a group of other inner city schools; and a Clinical Specialist from the University.

The relationship with the Royal Children’s Hospital continues to strengthen. The school enrols siblings of children receiving treatment at the hospital, providing much needed support to families during a difficult time. The Royal Children’s Hospital Education Institute and the school work together supporting students, programs and initiatives.

The teaching teams represent a balance of experienced and beginning teachers to ensure the new teachers are mentored at the beginning of their careers. Teachers plan in their Professional Learning Teams.

The Stephanie Alexander Kitchen Garden program provides students experiences in planting, harvesting and cooking healthy meals with much of the produce coming from our vegetable garden.

Philosophy

The North Melbourne Primary School philosophy is underpinned by the following beliefs and practices:

• All children can learn
• Learning outcomes will be maximised when children feel safe, connected and engaged at school
• Students are encouraged to be active and self-directed in their learning
• Our school values are reflected within all we do

Mission

Guaranteed extraordinary learning opportunities for students, providing a rich curriculum and evidence-based practices of teaching.

Vision

Students will contribute positively to their local, national and global communities.

We value being

Responsible

Inclusive

Sagacious

Ethical

1. Demonstrated ability to plan and implement a range of activities and experiences which are fun, stimulating and age appropriate.
2. Demonstrated staff management and team leadership skills.
3. Experience and knowledge of computer equipment, including using Microsoft Windows and Office suite as well as iPads and iPhones.
4. Level 2 Senior First Aid Certificate, certificate in Anaphylaxis Management and Asthma Management
5. Excellent interpersonal skills as required to deal with a diverse community and with a variety of stakeholders, positions and roles within the school community.
6. An Early Childhood, education and/or youth/recreation qualification (minimum diploma level) or equivalent qualification deemed by the School Council and Education and care Regulations preferred. For full list of appropriate qualifications; see the ACECQA website.

An Assistant Coordinator is responsible for supporting all aspects of the Coordinator’s role: daily program planning and implementation, staffing, administration and communication. A balance of time is spent between planning and implementing the program, supervising staff, ensuring the smooth running of sessions, administration of the program and communicating proactively and reactively with parents and the Biz-E-Kidz Management Committee.

1. Program and routine Planning and Implementation

• Plan and coordinate activities each session which are inclusive of all children, regardless of their ethnicity, culture, gender, interests, social factors, ability, age and development.
• Design programs which are fun, stimulating and developmentally appropriate for children from 5 - 12 years of age.
• Undertake the care of children in the Service, ensuring that they are happy, safe and secure.
• Assist in the development and maintenance of the daily routine for staff and children which results in effective delivery of the care programs.
• Participate in the evaluation and communication of the effectiveness of the care programs and seek continuous improvement.

2. Staffing

• Provide responsible direction to the childcare workers employed by the Service, in line with their position descriptions.
• Provide leadership and support to staff who work in the Service.
• Support the development and implementation of an orientation procedure for new childcare educators.
• Ensure that all educators working in the programs are familiar with the Service’s Policies and Procedures in relation to Protective Care, Child Management, Health Requirements, Food and Cleaning.
• Deputise for the Coordinator in case of the Coordinator’s absence.
• Assist School Council with the selection of new childcare staff.
• Assist School Council in identifying and meeting the training needs of the staff.

3. Administration

• Assist the Coordinator to maintain an attendance roll, enrolment information and financial records.
• Adhere to School Office procedures for ordering/service expenditure.
• Be familiar with all Policies and Procedures, follow all current Policies and Procedures and keep these up-to-date by assisting the Coordinator with regular reviews involving children, parents, staff and the management committee.
• Assist the Coordinator in developing and maintaining further Policies and Procedures for the Service, as required, in association with the Biz-E-Kidz Management Committee.
• Assist the Coordinator to maintain all aspects of the Service required to meet legislative and regulatory requirement and requirements of the National Quality framework as set out by ACECQA

4. Communication

• Keep parents informed of their children’s wellbeing while at the Service.

In addition, each Assistant Coordinator may have a different administrative focus, one appointed to the role of lead educator, one to that of general administration.

5. Educational Leader is suitably qualified and experienced to lead the development and implementation of the Education and care programs, ensuring that they meet the needs of each child. A thorough understanding of the Early Years Learning Framework and/or the Framework for School Age Care (or other approved learning framework) to be able to guide other educators in their planning and reflection, and mentor colleagues in their implementation practices.

6. The general administration Assistant coordinator is responsible for administration tasks as delegated for the coordinator and should be suitable qualified and experienced to carry out such tasks. These tasks are to be undertaken on in an autonomous manner, and may include; for example keeping an audit and ordering of consumables and equipment, maintaining records, development and implementation of systems, policies and procedures

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

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

1. DESCRIPTION OF PROGRAM

• The Outside School Hours Care Program operates Before School Care from 7.30 - 8.45am, and After School Care from 3.30 - 6.00pm on all school days. It also operates a full day program on pupil free days, and a Holiday Program during term breaks (approx 8 weeks a year).
• The Service currently caters for up to 60 children before school, 195 children after school, and 90 children for the Holiday Program. The staff ratio is 1 staff member for each 15 children or part thereof on regular days, 1 staff member for each 8 children or part thereof on excursion days, 1 staff member for each 5 children or part thereof on swimming excursions, 1 qualified staff member for each 30 children or part thereof, with a minimum of two staff in attendance at all times. All staff are required to have or be working towards a minimum of a certificate III in Children’s Services. For a full list of qualifications; see the ACECQA (Australian Children’s Education and Care Quality Authority) website.
• The Service aims to provide affordable, quality care and recreational activities for the children of North Melbourne Primary School, during hours which enable parents/guardians to engage in employment or training.
• Priority of access is given to parents who are: in employment; actively seeking work; undertaking work related training or study as per the Government guidelines for priority of access to childcare.

2. ORGANISATIONAL STRUCTURE

• The Coordinator is employed (Nominated Supervisor) by the North Melbourne Primary School Council (Approved Provider) and is ultimately accountable to the Council. On a day to day basis this accountability is managed by the Biz-E-Kidz Management Committee.
• The Biz-E-Kidz Management Committee acts as an advisory committee to the School Council, making recommendations on a range of issues related to the operation of the Service.
• An Assistant Coordinator may, at times during the Coordinator’s absence, be an ex officio member of the Biz-E-Kidz Management Committee and it is expected that s/he will work cooperatively with the committee on issues relating to the operation of the Service, in particular, those issues related to the needs of parents and children, attendances, finances, behaviour management, the planning of program activities, The National Quality Framework and meeting legislative requirements.
• The effectiveness of the Coordinator and Assistant Co-ordinators is essential to the success of the Service. An Assistant Coordinator is expected to work in accordance with School Council directives.

• 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

The buildings and grounds at Toorak Primary School have been fully refurbished to provide an attractive, functional learning environment for all students. Wider community members also utilise the array of facilities on offer at Toorak Primary School. Enrolments continue to increase as the demand for inner city schooling grows annually. Census Day on February 28^th 2018 confirmed 530 student enrolments. Five specialist classes including French, Physical Education, Music, Visual and Performing Arts and Library are offered to all students throughout the year. Other languages available at Toorak Primary School include German, Greek, Mandarin and Swedish. Science, Technology, Engineering, Art and Mathematics (STEAM) learning opportunities are integrated across the curriculum.

A biennial French study tour to New Caledonia is undertaken where students are immersed in French language and culture. Innovative programs on offer comprise an integrated Environmental Science Program and a Snow Sports Program, including interschool skiing competitions, offered during the winter months at Mt Buller. As part of the Performing Arts Program, a whole school production is staged every second year with the musical production for 2019 currently in the planning stages.

In line with the State Government initiative, “Building the Education State”, Toorak Primary School supports the Victorian Curriculum. Single levels operate across the school from foundation through to grade 6 where possible. The school draws on highly acclaimed paraprofessionals from the local community to support teaching and learning and encourages parent and carer participation in school activities. Staffing profile is varied in terms of both gender and teaching experience.

Educational leadership

(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.

(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

(b) Financial, managerial and administrative ability

(i) Outstanding financial, organisational and resource management skills.

(c) Planning, policy and program development and review

(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(ii) Demonstrated ability to implement Department policies to a high level.

(iii) Ability to lead cohorts of students to improve students to improve student learning through the use of data.

(d) Leadership of staff and students

(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

(e) Interpersonal and communication skills

(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with parents and the community to develop a strong learning environment.

(f) School Specific

(i) Lead the implementation of Victorian Curriculum planning, to ensure that teaching and learning is matched to ongoing student data and with increased PLC practices across all teaching teams.

(ii) Facilitate school improvement through student voice and improve student outcomes through the development of improved teacher practice.

(iii) Demonstrated commitment to the improvement of student literacy and numeracy.

The assistant principal reports directly to the principal.
Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.
The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.
Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Typically, assistant principals perform one or more of the following functions:
- supervision and coordination of the work of senior curriculum or level coordinators;
- allocation of budgets, positions of responsibility and other resources within the area of responsibility;
- supervision of the delivery of teaching programs;
- management of programs to improve the knowledge and experience of staff;
- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
- contribute to the overall management of the school;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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

Gladesville Primary School, located in Kilsyth Victoria, is modern in its approach to educating our students. We offer a community environment where every child is equal, valued and supported. We pride ourselves on our commitment and reputation for forming, encouraging, nurturing and maintaining strong family partnerships where you are actively involved in your child’s learning. Our flexible curriculum allows and supports children to develop at their own pace and feel a sense of pride and enjoyment in their learning. We provide our students with diverse opportunities to reach their full potential, inspiring the leader within each individual child. We believe all children can learn and develop self-confidence, self-esteem and self-discipline in a safe and supportive community.

Students are arranged into five classes including Foundation (Prep), Year 1/2, Year 3/4, Year 5 and Year 6 classes. The school follows the Victorian Curriculum in the key learning areas. Specialist programs include Performing Arts, Visual Arts, Languages (Indonesian), Physical Education, Library and Literacy and Numeracy Intervention.

One of our greatest strengths is our dedicated and experienced staff. Our numbers allow and every staff member to know every student. Professionalism, instructional capacity and accountability of our teachers are foundational to the education students receive ensuring each child’s learning is scaffolded in their learning zone. Significant resources are applied to ensure our teachers provide quality instruction and evidence –based student outcomes. Our Wellbeing Programs support and nurture the emotional and social health of every child. Students develop strategies to build resilience, express their feelings and have tolerance and understanding of others.

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 office systems, software or technical equipment as relevant to the position.
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 requirement for this position]
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.

- Undertake clerical and keyboard duties in support of the school administration function.
- Provide document preparation support.
- Maintain, enter and retrieve data from the schools computer system.
- Perform reception duties, including the screening of visitors to the school, and arrange interviews as required.
- Prepare straightforward correspondence according to school procedures (e.g. sending out form letters).
- Prepare inventories, requisitions and uncomplicated documents.
- Maintain and update basic written records.
- Obtain basic data or factual information from given sources, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
- Make less complex routine entries in records, e.g. stock movement; file movement, accounts, leave.
- Make appointments and maintain diary records.
- Select and use equipment in accordance with school procedures and manufacturer's instructions.
- Receive enrolment documentation and record data.

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

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx