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Integration Aide

Job posted: 29/11/2024
Applications close: 12/12/2024 (Midnight)
5 days remaining

5 days remaining

Job Description

Location: Gippsland | Moe

Job type: Part time / From 16/12/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1455880

Reference: 1455880

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Gippsland | Moe

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

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

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

Trafalgar High School is a 7 to 12 regional high school with a student enrolment of approximately 700 students.  Of these students many travel from outside of the immediate area to make Trafalgar High School the school of their choice.  It is situated in a pleasant environment between the Strzelecki Ranges and Mount Baw Baw. Located on a large, attractive site adjacent to Trafalgar Primary School, this unique rural setting nurtures a strong school identity based on wide community support, providing a stable, caring environment in which each individual attains a sense of identity and self-worth. Many students travel to the school by bus or train from well beyond the local area.

Our vision at Trafalgar High School is to provide a caring, supportive and challenging learning environment where all students have the opportunity to achieve and develop as lifelong learners who actively participate in their community.

Trafalgar High School is dedicated to providing a valuable education that aims for excellence through creating opportunity for every student in its community.  The program offered at the school is comprehensive including a strong academic curriculum that is well balanced across the Key Learning Domains and a variety and range of extra-curricular activities that enhance learning opportunities for all students.  The commitment to learning for all students is a core belief and value at Trafalgar High School 

 Our values provide the platform for all relationships and interactions within our community:

Respect

Effort

Kindness

In addition, a Select Entry Accelerated Learning Program (SEALP), established in 1997, enables selected students to cover an enriched Years 7 ¿ 10 curriculum, potentially in only three years. Many SEALP students choose to remain in this program into Year 10, however, undertaking some VCE units in the process. The school seeks to offer the broadest VCE curriculum possible each year. The VCE Vocational Major (VM) is available to Years 11 and 12 students more suited to `hands-on¿ work. Aiding is available to students assessed as having learning difficulties.

The school has successive high achievement in VCE results and excellent On Track data.  Striving to meet the needs of all students whereby they can experience success through their efforts is undertaken in a learning environment where high aspiration and effort is encouraged.

A balanced approach to the development of the whole child is also of paramount importance and fundamental in the education philosophy of the school.  An ongoing focus on pedagogical practices has involved the continuing development of the school¿s instructional model including in this, the tenets of positive education.  Approaches through positive education are explicitly taught focusing on using strengths to succeed and approaching all opportunities with a growth mindset.  Students are supported throughout their Year¿s 7 ¿ 12 education in a safe and caring learning environment where the tenets of positive education, mindfulness and restorative practice form the basis of the engagement and wellbeing approaches.  A strong sense of community is also important at Trafalgar High School, with over 34 feeder primary schools links and partnerships with community and community organisations.  These are vital in building and strengthening a sense of connectedness and are evident through our partnerships with Trafalgar Youth Resource Centre, service clubs and organisations, business partners and the involvement and real input through student voice with student leaders.

Integration Aide

Job type:

Part time / From 16/12/2024

Job classification:

Ed Support Level 1-Range 2

Contact:

Brett Pedlow | 5633/1733

Integration Aide