Integration Aide 5 Days Per Week 0.8, 30.4h

Job posted: 17/03/2023
Applications close: 30/03/2023 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Part time / From 24/04/2023

Organisation: Education

Salary: Salary not specified

Occupation: Education and Training

Reference: 1337077

Reference: 1337077

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Southern Metropolitan

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.


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.


  • 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

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

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

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

Location Profile

St Kilda Park Primary School, founded in 1882, is a highly popular inner-suburban bay side school located on Fitzroy Street, St Kilda at the southern tip of Albert Park.  St Kilda is a diverse neighbourhood with a high population density.


As of November 2022, our student population is 330.


The school facilities include the original 1882 two storey brick building along with additional buildings and facilities that have been added in the subsequent 140 years which include flexible teaching spaces, a library, multipurpose centre and specialist teaching spaces including a kitchen garden and kitchen. 


The school works closely with Parks Victoria to utilise adjoining ovals and parkland during the school day to complement its existing play areas and to increase opportunities for physical activity and sports.


The school operates a Designated Neighbourhood Zone, which allows us to manage the numbers of new enrolments, and means our students live in close proximity to the school.


All staff members operate with a strong emphasis on collaborative planning and teaching to maximise personalisation in learning and share expertise.


The school’s staffing profile consists of 15 classroom teaching positions and four specialist positions. We have additional teachers who provide tutoring and intervention for targeted students. There are two Assistant Principals and a Principal, a Business Manager and an Office Manager. There are six Integration Aides. Recently we have engaged a Speech Therapist, an Occupational Therapist and a Counsellor to support our students through the Disability Inclusion Initiative.


The school community has a commitment to Visual and Performing Arts and an enriching Italian program that extends into the school’s curriculum. Our Year Three and Four students are involved in an extensive Stephanie Alexander Kitchen Garden Program.


Our vision is to create a challenging learning community where students strive to be curious and creative thinkers. We build a progressive and nurturing culture underpinned by kindness, collaboration and inclusion.


Four core values guide community life, teaching, and learning at St Kilda Park Primary School.


These values are reflected in all aspects of school life and contribute to a sense of common purpose within the school community.


  • Our school value of Resilience means persistence, courage, a growth mindset, staying positive, an understanding that struggle and mistakes are an important part of the learning process, and flexibility.

Our community demonstrate this value when we seek out challenges, try new things, demonstrate a growth mindset, have a sense of humour, collaborate, step out of our comfort zones, solve minor problems independently and seek alternatives.


  • Kindness means respect, caring, empathy, support for others, honesty, and celebrating diversity.

We demonstrate kindness when we accept and include others, take turns & share, apologise, show empathy & good manners, care for our environment & belongings, are welcoming & encouraging, and value difference. We communicate openly.


  • Creativity means individuality, imagination, originality, demonstrating initiative, persistence, problem-solving and thinking ‘Outside of the Box’.

We are Creative when we express ourselves through arts and creative activities, struggle and make mistakes in our learning, when we find imaginative solutions to problems and when we collaborate and engage in meaningful discussion and dialogue.


  • Curiosity means questioning, higher-order and critical thinking, hard work, seeking and providing feedback and student agency and voice.

We show curiosity when we ask questions and challenge each other, collaborate, explain & reflect, when we are exploring and taking risks, seeking out challenges and by pursuing passions and interests.


Amongst a range of ideals we value student voice, teachers being addressed by first names, leadership opportunities for all students and no school uniform.


The school’s wider community is actively involved in school life to ensure that individual backgrounds and experiences are acknowledged and affirmed. Parent participation is encouraged and welcomed in many different ways.


Relationships in the school community underpin everything and enable us to build a community of continuous learners.


A key component of St Kilda Park’s approach is building a positive culture through a primary prevention focus that underpins student wellbeing. The framework teaches positive behaviours, Restorative Practices and the use of logical consequences to address appropriate and inappropriate behaviour. The use of Risk Assessment and Management Process (RAMP) builds capacity for pastoral care for early intervention of students at risk. Our positive school culture is predicated on student engagement being the basis for learning.


A professional learning community of life-long learners facilitates the building of respectful relationships, a deep understanding of pedagogy and improved teaching and learning practice. An inclusive and engaging curriculum incorporating the Victorian Curriculum to ensure that teaching and learning practice is in line with the needs of 21st-Century learners.

Integration Aide 5 Days Per Week 0.8, 30.4h

Job type:

Part time / From 24/04/2023

Job classification:

Not provided


Michelle Bove | 03 8598 6444

Integration Aide 5 Days Per Week 0.8, 30.4h