Teacher Aide - ES1-2

Job posted: 01/07/2024
Applications close: 14/07/2024 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 22/07/2024 - 20/12/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1423588

Reference: 1423588

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

Selection Criteria

SC1    Demonstrated experience and skills in coordinating a specific education support function.

SC2    Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3    Demonstrated 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 in respect to the work area.

SC6     Demonstrated capacity to work with students who have complex behavioural and academic support needs.


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.


  • ·         Assist students to access the curriculum and to achieve academic success
  • ·         Support students to actively participate in all school activities. Attend camps and excursions when required
  • ·         Assist students to develop skills to their full potential, to set and strive to achieve their individual goals and to work independently
  • ·         Assist in the development and implementation of individual educational learning plans for students identified for PSD and disability inclusion support
  • ·         Monitor student progress and prepare support materials as needed
  • ·         Maintain strict confidentiality including confidential records
  • ·         Work cooperatively in the classroom environment, taking direction from classroom teachers and the Head of Student Services
  • ·         Supervise students in the school yard if required
  • ·         Comply with DET policy and guidelines involving student health, safety, care and supervision
  • ·         Assist with communication between students, teachers, and parents, including providing reports as required
  • ·         Participate in Student Support Group meetings with the Head of Student Service as required
  • ·         Provide feedback to the Head of Student Services and participate in the monitoring and evaluation of school wide and individual learning programs
  • ·         Undertake Professional Development especially with courses specific to the needs of students
  • ·         Work effectively in a team and be flexible to change within the inclusion timetable


Other Duties

  • ·         Ensure discretion and confidentiality are always maintained.
  • ·         Ability to priorities and meet deadlines.
  • ·         Undertake other duties as may be deemed necessary by Principal and Business Manager, in line with role classification.




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

Please ensure that your application includes:

  • A written response to each selection criteria (no more than one A4 page per criteria) should be submitted, along with a cover letter, resume and the names and contact details of at least three referees. Please note that the school will want to contact your current or former Principal and/or immediate past employer: please arrange for them to be available as a referee.
  • A resume including relevant experience as well as personal details (name, address, email address and contact number)

·         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

  • 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

University High School is a large inner-city secondary school, catering to the local area including Parkville, Carlton and the Melbourne CBD.  The school has a long and proud history of providing outstanding educational opportunities to its diverse local community. Our students, and our families, are the heart and soul of our school. In 2024 we have approximately 1900 students enrolled, approximately 150 of whom are in the specialist science program for Year 11 and 12 students, Elizabeth Blackburn Sciences. This is a select-entry program, but UHS itself is a neighbourhood, not a select-entry, school. In 2024, the school is in the third year of a new Strategic Plan and a new leadership structure, with a strong focus on student relationships and connection to school; and on emphasising student learning growth through responsive teaching.

The school's values have recently been redefined. They are:

  • Curiosity: We are open to new ideas about the world and each other. We seek to learn, explore and understand.
  • Kindness: We treat each other and our world with respect, humanity and empathy.
  • Excellence: We uphold high standards, challenging ourselves to grow in all we do. We persevere and show resilience to be our best.
  • Connection: We know that we are stronger together. We work to ensure that all belong equally in our community.

Students are expected to engage with all aspects of the formal curriculum and recognition is given to both outstanding achievement and to positive participation. The co-curricular program caters for a wide range of student interests and abilities and student participation at all levels is fostered. Student voice and leadership is embraced within the school and at all levels through a variety of forums.

The school's curriculum encompasses the breadth of Domain learning areas with students undertaking a wide choice of subjects. A focus on breadth of experience permeates Years 7-9 whilst individual pathways and choice are the core at the senior level. Year 9 students participate in The Galileo Program, an enquiry-based program that encourages the development of life-long learning skills through a rich inquiry and community-based curriculum for one term of the year. Year 8 students participate in a Renaissance Program with the principles of ethical, creative and critical thinking at its core. Strong community links are an essential part of all of the programs that exist within the school.

Staff work in collaborative teams through domains, program areas and Professional Learning Communities (PLCs). A wide range of professional development opportunities, in both internal and external contexts, are available to all staff.

Teacher Aide - ES1-2

Job type:

Full time / From 22/07/2024 - 20/12/2024

Job classification:

Ed Support Level 1-Range 2


Ms Ciar Foster | 0417 892 162

Teacher Aide - ES1-2