Library Assistant

Selection Criteria

Education Support: Library Level 1 Range 2

SC1 Demonstrated technical knowledge and proficiency in the use of the Bookmark Library Management Information System along with a proven ability to implement efficient daily procedures that ensure the smooth operation of the library.

SC2 Demonstrated knowledge and experience in literary programs including the Dewey Decimal Classification System, PM Reading Levels, and a demonstrated ability to support students in their resource selection for the CAFÉ approach to reading implemented across the school.

SC3 Demonstrated capacity to communicate effectively with staff, students and parents within the school community and a proven ability to undertake administrative tasks across a range of functions within a primary school library such as, the Premiers¿ Reading Challenge, Book Club and Book Fairs.

SC4 Self-motivation demonstrated through the creation of appropriate displays that are aligned with school celebrations, whole school events and school curriculum along with an ability to support, implement and streamline processes.

SC5 An ability to work independently or as part of a team along with a commitment to professional learning and growth.

SC6 Demonstrated ability to actively promote the safety and wellbeing of all students, in line with the Child Safe Standards

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

• Sort, arrange, file and catalogue incoming/outgoing material according to type and appropriate categories.
• Prepare descriptive lists of material and undertake accessioning procedures, box, label, shelve material and maintain daily records of loans.
• Under direction perform basic duties with regard to the general library including retrieving, shelving and maintaining books and periodicals.
• Shelve library materials and maintain the order of the collection.
• Assist with the circulation of loan items and accounting for stock.
• Gather information and resources to support clients' needs.
• Direct clients to resources.
• Assist with the care and operation of equipment and prepare class sets for faculty use.
• Assist users with school equipment such as photocopier and audio-visual equipment.
• Maintain records of overdue loans of school resource material and equipment and issue overdue notices as required.
• Assist in the preparation of displays and exhibitions.
• Minor cleaning and maintenance of equipment.
• Ensure storage areas are in a clean, safe and orderly condition.
• Catalogue and record details of reference material.
• Label, cover, assemble, sort or mark resources in accordance with manufacturer's instructions and school procedures.
• Assist with the security of equipment and buildings.

Who May Apply

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

EEO AND OHS Commitment

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 marrung@education.vic.gov.au

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:

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

Conditions of Employment

• 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

Location Profile

Introduction

Brentwood Park Primary School is situated in the south-eastern growth corridor in the residential suburb of Berwick. The school is well situated within the local community. The local pre-school and Kambrya College are adjacent on the school¿s northern and southern borders, respectively. A medical centre and the community centre are in close proximity. Brentwood Park Primary School has a current enrolment of 1040 students.

The whole school community of Brentwood Park Primary School is committed to the needs of the children, fostering their self-esteem and enabling them to work towards achieving their personal best in a positive, challenging and supportive environment. In all cases the welfare of the child is our prime concern. All teachers accept responsibility for the provision of a safe and caring environment for all children.

Staff, parents and children are jointly involved in decision making. Parents, as part of the school team, are encouraged to become involved in our programs. The school strongly emphasises the importance of the home-school partnership with a high level of co-operation between parents, staff and children. Parent support is high, with parents responding to the learning team concept promoted and practised by the school. This emphasis is reflected in the day to day involvement of parents in a range of school activities such, School Council, fundraising team, camping program and excursions. All members of the school community feel valued and welcome.

Staff, are committed to professional development to ensure the provision of high quality programs at Brentwood Park Primary School. Personal professional development planning for teachers is consistent with school aspirations detailed in the School Strategic Plan and Annual Implementation Plan.

Student Wellbeing is an intrinsic component of the ethos of Brentwood Park Primary School. Our student Codes of Conduct are unique and integral to the daily programs in each classroom, with the children being responsible for the designing of these and class consequences, with the guidance of the teacher.

Our school values are

• Respect
• Responsibility
• Excellence
• Teamwork

Brentwood Park Primary School sees the development of ongoing support of the whole child as important, not only through the formal, but also informal curriculum. Hence our focus is on complementary wellbeing programs such as, You Can Do It! And Respectful Relationships.

Programs that encourage and develop positive interpersonal relationships also include:

• The ¿Buddy¿ system.
• You Can Do It!
• Student Representative Council
• Camps for Years 4, 5 and 6
• Peer Mediation
• Prep Transition

Curriculum

Within our learning and teaching programs, we maintain a strong focus on literacy and numeracy, complemented by an inquiry-based curriculum and a comprehensive specialist program which encompasses visual arts, performing arts, digital technologies and, health and physical education, and Chinese Language and Culture. A Chinese sister school relationship was formalised in 2014 with Yangzhong Experimental School in Jiangsu Province, China, through a signed Memorandum of Understanding which promotes collaboration and annual reciprocal visitations by staff and students.

A rigorous benchmarking assessment schedule which is implemented biannually and ongoing formative assessment practices, informs our teaching and learning programs in the two key learning areas of literacy and numeracy and, along with teacher observation and teacher judgement, ensures the teaching is targeted towards student learning needs. Student learning is facilitated through a whole school approach to learning and teaching with the development of a shared and effective school-wide pedagogy and the implementation of ¿best practice¿ educational programs to promote deep understanding and enhance student achievement. The Principals as Literacy Leaders [PALLs] program, CAFÉ Daily 5, VCOP approach to writing, Words Our Way Spelling Program and THRASS are instrumental in our literacy program and Di Sieman¿s ¿Big Ideas in Number¿, instrumental in our Numeracy program.

Units of work, developed Foundation ¿ Year 6, are child-centred and based on the inquiry learning model. These inquiry units cater for the history, geography and science areas of the Victorian Curriculum.

School programs are planned, implemented and reviewed for children according to their learning needs. Differentiation is a core feature of our teaching and learning. Digital technologies are integrated as powerful learning tools across all programs. In addition to our computer laboratory, class sets of iPads are provided for Year Foundation to Year 3 and a Bring Your Own Device [BYOD] program, being iPads, is implemented in Years 4 - 6. Additionally, each classroom is either equipped with an interactive whiteboard or flat screen television with apple TV which are well utilised as learning tools. Co-curricula programs are developed and implemented across year levels to encourage and support children to strive towards the achievement of their personal best.

Our school provides a positive and challenging learning environment which supports improved learning for all children.

Facilities

The school has been architecturally designed with its central core accommodated in seven distinct buildings, connected by covered walkways. This core comprises an administration area; with staffroom and first aid room, a multi-media centre, eighteen modern carpeted classrooms; each with its own teacher resource room, a physical education facility, an art/craft facility, a performing arts centre; and canteen, STEM room and music room. A new pod facility has recently been added. Features of the classroom design are their flexibility in allowing connecting walls to be opened to facilitate team teaching approaches, if desirable, and the provision of additional student learning areas in the form of smaller adjoining rooms. Relocatable classroom units currently provide the required number of additional generalist classrooms. All classrooms are air-conditioned. In our commitment to and use of information technology, the multi-media centre houses 30 networked computers, with internet access, in an adjoining laboratory. All classrooms have overhead projectors and flat screen televisions.

The permanent core design and the location of additional classrooms lend itself to the cluster arrangement at year levels, promoting close planning and teaching amongst staff. All facilities have an abundance of natural light integrated within the overall design.

The grounds are spacious and consist of grassed playing areas, two full size basketball/netball courts; with a full shade structure over one, three sets of playground equipment and a sandpit; all with shade structures overhead. A free-standing gazebo is a central feature of the established gardens. School council ensures the ongoing development and maintenance of the school grounds in the provision of a safe and attractive environment for the students.

Brentwood Park Primary School staff are expected to:

• Assist in the implementation of School Strategic Plan and accompanying Annual Implementation Plans.
• Be prepared to become involved in activities beyond regular school hours.
• Accept a support role in the implementation of the school's welfare and discipline procedures.
• Play a role in continuing the established team approach of the staff.
• Maintain accurate and comprehensive records of programs and evaluation that are in line with School Policy and Victorian Curriculum Guidelines.

Other responsibilities as negotiated with the Principal.