|Location:||Willowmavin Primary School|
|Department:||Willowmavin Primary School|
|Role Type:||Teacher Aide|
|Ongoing/Fixed Term:||Fixed Term|
|Classification:||Ed Support Level 1-Range 2|
|Contact Name:||Andrew O'Callaghan|
So you’re scrolling through Recruitment Online, looking for that perfect job, that school that is the perfect match for you. You’ve read a thousand school descriptions and they’re just not hitting the mark. And then you stumble upon Willowmavin Primary School. “Willowmavin,” you say to yourself. “Willowmavin… Where on Earth is that?”
You head to Google Maps and discover that Willowmavin Primary School is located just six kilometres to the West of Kilmore – on the brow of a hill with sweeping views of the McHarg Range, to be precise.
A little further research and you will find that Willowmavin Primary School’s vision is to develop students to be the best they can be, a place where students are supported and challenged to achieve beyond any perceived potential by developing a growth mindset – an understanding that extra effort will lead to higher achievement.
So you’ve dipped your toes in the water and now you want to know more. You come back to Recruitment Online and from further reading you learn…
Our 56 students are each individuals and we celebrate their diversity and uniqueness. One thing all of our students have in common, however, is that they are all members of the Willowmavin Primary School Community. Our students are the centre of what we do at Willowmavin.
All decisions are based around one question: “Will this improve outcomes for our students?” We use student surveys and student leadership roles, such as our Junior School Council, to provide our students with a voice in their school and to ensure we have student-centred classrooms.
Students are provided with strong wellbeing support, including a school chaplain; are immersed in learning programs based on the Victorian Curriculum; and are provided 21st Century learning tools to make learning accessible and engaging for every student.
Similar to our students, our staff come from different backgrounds and bring a diverse range of skills and talents to our school. And just like our students, our staff also have one thing in common – an immense dedication to the students and community of Willowmavin. Staff travel from near and far to be here and work in collaboration to achieve success for our students and our school.
All staff are steadfast in their commitment to make Willowmavin Primary School the best it can be. Just as we seek to develop lifelong learners in our students, we also seek to develop a school staff that continue to learn to improve their practice.
Our staff work as a Professional Learning Community, analysing student assessment data on an ongoing basis to evaluate and plan teaching and learning programs and ensure students are consistently receiving learning targeted at their point or need.
Staff engage in regular professional learning to ensure their teaching is aligned to evidence based, best practice. Our staff are determined to work in partnership with our families and community in our continuous pursuit of achieving improved outcomes for the children in our care.
Our core priority is to provide students with opportunities to achieve outstanding Literacy and Numeracy outcomes. Daily one hour Reading, Writing and Mathematics lessons are provided for students with differentiation key to providing students with learning at their point of need.
Our Resilience, Rights and Respectful Relationships program supports students to be respectful citizens, capable of overcoming challenges and setbacks, and maintaining positive mental wellbeing. Specialist subjects include Visual Art, Digital Technologies, Discovery (STEM) and Health and Physical Education, with the re-introduction of AUSLAN in 2022.
Students achieve greater outcomes when schools work together with their families.
At Willowmavin Primary School, we seek to not only build close relationships with our families, but also to build the capacity of our families to engage in their child’s learning. We instil a sense of belonging in our families through providing multiple mediums in which our families can contribute to our school.
This includes working both in and out of classrooms and through being involved in one of our parent bodies. Our families play a pivotal role in our school and we value their insights.
Through surveys, parent groups and forums, and multiple communication avenues, we regularly seek feedback from families on how we are performing in our constant efforts to improve.
Geographically, our school is located amongst the farms of Willowmavin. However, our school community is made up of people from well beyond the Willowmavin border.
We have built, and will continue to build, a school community that is passionate about our school and has the opportunity to contribute to and develop it. We are working together as a community to create a school that, whilst small in size, is big in stature.
At Willowmavin Primary School, our goal is to develop students who seek to achieve beyond any perceived limitations and who are respectful, resilient and safe members of our community.
We work in close partnership with our families and the broader area, always ensuring that all members of the Willowmavin Primary School Community uphold our school values of:
Be Your Best: To always do your best and be the best that you can be. This is especially important when nobody else is watching.
Respect: Thinking and acting in a way that shows others you care about their feelings and their wellbeing. Respect also means taking care of yourself, others, our school property and our environment.
Resilience: The ability to accept that things will sometimes be challenging and not go the way you would like, and not letting such situations cause you to give up or become overly upset.
Safe: Always acting and behaving in a manner that ensures we are looking after ourselves and each other so that we feel healthy, safe, comfortable and happy
And so, now you know all about us at Willowmavin, you have one question to ask yourself: Do we sound like the perfect match for you? If so, scroll down and click that “Apply” button and let’s find out if you’re the perfect match for us.
It is recommended that responses to each of the criteria are between 250 and 500 words in length.
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 provide support and care to students that results in greater academic, social and wellbeing outcomes.
SC3 Demonstrated commitment to being a pro-active and enthusiastic team member, determined to achieve ongoing improvement in the workplace.
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.
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.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.