Location Profile

School profile

We are a fun, vibrant and multicultural community in Melbourne's west. Our school community works together as a team and, as a result, we achieve great things.

Every year we look forward to our annual Harmony Day celebration where we celebrate our multicultural community. According to student Ethan, Harmony Day is about 'Coming together, having peace in the world and just having fun!' Check us out on YouTube https://www.youtube.com/channel/UCKTbuyzvMDOY5Eb0JleLg Q

Our open door policy means that families feel welcomed and form a true partnership between school and home. A walk through our corridors will have you immersed in our passageway displays where our students showcase their day's work. Here you will find wonderings of our brave writers and making sense of numbers by our mathematicians. "The thing that makes Sunny Heights different is the sense of community. Fantastic communication between school and home, as well as shared values, gives our families a great sense of belonging," explains proud parent, Sky.

Step outside on your Twilight night tour and be greeted by the smell of a feast for sharing with friends and family. We have fond memories of a large pan of paella warming us up on a cool autumn evening. Oh and the fun we've had together learning the salsa!

Our families are often seen down by the creek, feeling the clayey soil between our fingers, as we settle new plants into the vegetation and play our part in keeping the Kororoit healthy.

A visit to our annual Art Show will leave your eyes sparkling with delight. Our artist eagerly seek out their own masterpieces and marvel in the creativity of their friends.

We are a dynamic and friendly P-6 school of 395 amazing students from 40 different cultural backgrounds. We have the equivalent of 41 staff members - 3 Principal Class, 25 teachers and 11 ES staff and are part of the Deer Park/Sunshine Network.

The success of our school and the positive community feel that we have established have resulted in us receiving exceptional feedback from our students, parents and staff about Sunshine Heights Primary School. Our staff opinion survey also shows that we are in the top 20% of schools in the state in terms of staff moral and engagement.

We are focused on creating a learning environment where all our students achieve at high levels and where all staff enjoy and are passionate about their role. Our teachers are colearners who actively engage in activities alongside students. Our programs cater for individual differences and inspire students to achieve their personal best, develop the skills and mindset to respond to future challenges and discover their own unique capabilities. We are extremely proud of the learning results our students have achieved over the past few years. "Student's you're the future and if this is what the future is looking like, the future's looking good!" , exclaimed one of our teachers, Mr Greg.

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We are looking for a leader to join our team who is an engaging and warm communicator, treats students and adults respectfully, is community minded and has a great sense of humour! Someone who is open to collaboration and feedback from our passionate community and is always up for a chat in the school grounds.

Our newly developed Vision and Values are a true indication of who we are and where we are going. We look forward to working with our new Principal to introduce and celebrate these with our community.

Our vision and values

"Our Aspiration"

Sail into a universe of possibility

Delve into the unlimited energy of the human imagination

Inspire and grow hearts and minds

Nurture creativity and curiosity

Through courage, connection, commitment and collaboration Discover the wonder and uniqueness in you

Welcome to Sunshine Heights Primary School.

"Our Values" Courage e We have the courage to believe that we can make a positive impact

We understand that hard work takes courage and a growth mindset o We have the courage to be curious and creative and stretch outside our comfort zone.

Connection

We understand who we are as individuals and how we build connections

¿ We understand what it means to be part of a community

We are connected to the world around us and actively address issues of human and environment sustainability

Commitment

We acknowledge our strengths and build on our achievements

We take responsibility for, and commit to, our continual learning and growth

We show resilience when faced with challenges Collaboration

We motivate each other to be the best we can be





We encourage and embrace different perspectives e We are respectful of everyone.

Lastly, and most certainly not least, we love a good song and dance at Sunshine Heights and music can often be heard blasting from the speakers at the end of the school week. Our Spotify playlist looks something like this:

Old Town Road, Lil Nas X & Billy Ray Cyrus

Roar, Katy Perry

Uptown Funk, Bruno Mars

Watch me, Silento

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

[Attendance requirement for this position]

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.

Responsibilities

Responsibilities may include:





- 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 co-ordination, 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 (see Workplace adjustment guidelines).

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

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.

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 setting, 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

DE Values

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

Other Information

- 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

Conditions of Employment

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.

📌 Ed Support Level 1-Range 2 (Melbourne)
🏢 Government schools
📍 Melbourne