Integration Aide

Job posted: 10/07/2024
Applications close: 23/07/2024 (Midnight)
8 days remaining

8 days remaining

Job Description

Location: Western Region | Moorabool

Job type: Part time / From 12/08/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1424039

Reference: 1424039

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Western Region | Moorabool

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.


This position is 5 days a week for 6.5 hours per day with an unpaid 30-minute lunch break.

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

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:


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:


Other Information

Applications must include: 

1. A cover sheet providing contact information including home address, email and phone number. 

2. A CV with a summary of experience and qualifications. 

3. Specific Key Selection Criteria response. 

4. The names, email addresses and contact details for three referees. 


For ease of handling by the school, all documents (cover letter, cv and key selection criteria responses) can be¿saved as one pdf and uploaded to Recruitment on Line.¿ Please also ensure that your name is included in the header of each document. 

All applicants should ensure that their personal profile on Recruitment Online is up to date


A current Working with Children Check (WWCC) (employee) is required or the ability to obtain a WWCC.

Applicants seeking further information about the position or a tour of the school are encouraged to contact the Principal, Ms Suzi Stojkov. Please contact reception on 8015 2900 or email Eynesbury.ps@education.vic.gov.au

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.

Location Profile


Eynesbury Primary School is located in Melbourne's outer west, presently catering for an enrolment base of 440 students which has exceeded our projected capacity of 400. The school occupies modern and architecturally designed facilities including two Learning Communities, a STEAM building, performing arts space and a competition-grade gymnasium.

The school was founded in January of 2021 and caters for students and families living within the Eynesbury Township. Predicated on a foundation of high expectations for all members of our school community, Eynesbury Primary School aims to guarantee an outstanding education for every child in our care and does so through an emphasis on explicit and direct instruction across all learning areas, supported by a commitment to a literacy framework informed by the Science of Learning and Reading and the ongoing development and implementation of a knowledge-rich curriculum.

Educational Vision

Eynesbury Primary School¿s objective is to ensure that all students will attain the knowledge and learning traits that will enable a lifelong love of learning and the disposition and capacity to engage critically and confidently within Australian society.

Our mission during this foundation period is to create a school that will ensure the learning and achievement of every child and to empower young people and their community to work together in this pursuit.

Students at Eynesbury Primary School will become creative and critical thinkers, empowered to positively impact both their school and their community.

They will work in partnership with their teachers to monitor their progress, identify their next point of challenge and collaborate positively with their peers.

Eynesbury Primary School will maintain high expectations for all students, underpinned by an aspirational learning culture based on evidence, best practice and inclusion.

Our founding values are Excellence, Integrity, Community and Kindness:

We will embrace high expectations for ourselves and our community and strive for excellence in all endeavours

We will act according to our values, demonstrating integrity through honesty and trust in each other

We will come together as a learning community of students, teachers and families in a way that represents the hopes and aspirations of the Eynesbury township

We will demonstrate kindness towards each other and to ourselves.

Eynesbury Primary School¿s Child Safety Code of Conduct:

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 the Child Safe Standards. Eynesbury Primary Schools Child Safety Code of Conduct is available on the school¿s website. All successful candidates will be required to provide documentation outlining suitability to working with children.

This organisation promotes the safety, wellbeing and inclusion of all children, including those with a disability. Eynesbury Primary School also promotes the safety and wellbeing of Aboriginal children, and encourages applications from Aboriginal peoples. This organisation promotes the safety and wellbeing of children from culturally and/or linguistically diverse backgrounds, and encourages applications from people from culturally and/or linguistically diverse background.

Applicants are welcome to elaborate on experience they may have working with Aboriginal children and/or communities, children with disabilities and children from culturally and/or linguistically diverse backgrounds.

Integration Aide

Job type:

Part time / From 12/08/2024

Job classification:

Ed Support Level 1-Range 2


Suzi Stojkov | 8015 2900

Integration Aide