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ES 1-2 Intergration/Inclusion Aide (2025 START Part Time Family Leave)

Job posted: 27/11/2024
Applications close: 10/12/2024 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Part time / From 28/01/2025 - 27/01/2032

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1454030

Reference: 1454030

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Western Metropolitan

Location Profile


Tarneit Senior College - `Integrity, Innovation & Focus'

Tarneit Senior College is located in a developing area of Wyndham, approximately 25 kilometres from the Melbourne CBD. We are located next to one of our main feeder schools - Tarneit P-9 College while also accepting enrolments from a number of other primary and P-9 schools including Baden Powell College and Truganina P-9 College. Significant enrolment also comes from new families moving into Tarneit with Wyndham being one of the top growth corridors in Australia. The school is situated near a number of areas of significant urban development which will see continued enrolments over the next 5 - 10 years of families moving into the area. The college is experiencing a period of sustained growth for both the suburb and school over the next 5 to 10 years. In 2024 we have approximately 1050 students enrolled, and the projected enrolments is for the school to stabilise around this number in the next few years.

As a Senior College catering for Years 10, 11 & 12 we are able to offer comprehensive curriculum, pathways, and transition programs to cater for the academic and vocational needs of students. The college offers a wide range of VCE and VET programs including Vocational Major and Victorian Pathways Certificate. There is emphasis on the social, emotional, cultural, and academic needs of our students in order to develop their full potential. Through a caring and safe `House' structure; individual students are encouraged to think, reflect, and develop into successful learners so that they can take their place in society as informed, responsible, and active members of the community of Tarneit and beyond.

Tarneit Senior College is defined by:

·         A well-balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development.

·         Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post-compulsory pathways for Years 10 to 12 students.

·         The participation of staff in professional learning communities focussed on subject expertise and high-level understanding of students.

·         Shared educational responsibility between parents, staff, and students.

·         Effective channels of communication that promote trust, positive interactions, and strong links with the wider community.

Our teaching & learning focus includes an emphasis on developing engaging learners using a range of research-based teaching and learning pedagogies and a collaborative approach to developing our staff.

We have a continual focus on improving Yr12 ATAR results. This approach focusses upon improving teaching & learning delivery and the use of data to understand then improve our work.

The college prides itself on its multi-culturalism, inclusion and diversity. The College has students from diverse backgrounds and over 60 nationalities which are celebrated throughout its facilities and it's many co-curricular activities.

In 2025 the College staffing profile will consist of a College Principal, 8 Assistant Principals, 7 Leading Teachers, 4 Learning Specialists, 70 EFT Teaching Staff, Business Manager, and 30 EFT Education Support Staff.

Successful applicant will need to be available for Monday, Tuesday and Thursday 6.25 hours per day. 

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

  • 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.

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

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 to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

ES 1-2 Intergration/Inclusion Aide (2025 START Part Time Family Leave)

Job type:

Part time / From 28/01/2025 - 27/01/2032

Job classification:

Ed Support Level 1-Range 2

Contact:

Shane Cole-Hayhow | 97490246

ES 1-2 Intergration/Inclusion Aide (2025 START Part Time Family Leave)