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Teacher Aide (Ed Support Level 1-Range 2)

Job posted: 15/05/2024
Applications close: 28/05/2024 (Midnight)
6 days remaining

6 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Part time / From 15/07/2024 - 20/12/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1415556

Reference: 1415556

Occupation: Teacher

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.

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

Location Profile

Noble Park Primary School is situated South east of Melbourne and has a current enrolment of 330 students with SFOE of 0.6153. Staffing at the school currently consists of Principal, Assistant Principal, 3 Learning specialists, 20 teachers and 8 Educational Support staff who are well trained educators equipped to provide to high level instruction and set high expectations for academic and physical achievement and social and emotional development.

The school is an integral part of the community and has a student population which is culturally and linguistically diverse.

Approximately 85% of students do not speak English as their first language. To accommodate this, the school has established a comprehensive learning program with a strong focus on literacy learning. Explicit teaching of literacy underpins all learning experiences and is a significant focus for the school. To ensure students achieve quality learning outcomes, Noble Park Primary School also strives to build practice excellence across all areas of the school, So students are engaged in high quality teaching and learning. To achieve this staff are provided with the highest levels of professional development to ensure they are at the forefront of best practice.

Providing curriculum program that responds to changing times has been a priority for the school. Students are also challenged intellectually through a wide range of educational experiences and opportunities that extend their academic, creative, social, emotional and physical development. it also ensures Noble Park Primary School meets its commitment to provide students with the best education possible relevant to their needs within an environment that safe for every child. Within the context the school also believes that positive and effective relationships are at the centre of any action which benefits students and the broader community. As a result, there has been conscious effort to develop myriads of partnerships of cooperate and not for profit organisations that support the school in its work with students and their families.

The school grounds and facilities have seen major changes over several years with the inclusion of and extensive outdoor environment. This has enabled the school to create an environment where purpose built facilities with specific design features support and cater to the learning and wellbeing needs of students and their families. To further enhance the experiences of the students at the school, the school provides a broad range of targeted programs that support student well-being and effective engagement in learning.

Teacher Aide (Ed Support Level 1-Range 2)

Job type:

Part time / From 15/07/2024 - 20/12/2024

Job classification:

Ed Support Level 1-Range 2

Contact:

JODIE PYMAN | 95468811

Teacher Aide (Ed Support Level 1-Range 2)