Teacher Aide

Overview

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 2

Occupation: Teacher

Location: Eastern Metropolitan

Reference: 1480192

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

Responsibilities may include:

• 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 [email protected]

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

• 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

Through working as a united learning community, our purpose is to produce optimistic, resilient lifelong learners with skills for future success as responsible citizens in the 21st century.

School Motto: Nurturing Success

School Values:

COMMUNITY ¿ We contribute to our community. We are useful community members. We collaborate respectfully. We are all one community!

COURAGE ¿ We are risk-takers! We believe in ourselves and try new things. When we get it wrong, we try again and look for ways to improve. We stand up for what is right.

CURIOSITY ¿ We are adventurous! We think with more wonder. We ask questions and find solutions. We think creatively. We dive deeper.

CARE ¿ We show empathy and kindness. We respect the people around us. We take care of equipment. We take time with our learning. We shine in different ways, and we don¿t compare ourselves to others.

Parkhill Primary School is located in Ashwood, approximately 15km east of the CBD in the City of Monash. Parkhill is a small sized school of approximately 190 students. The size of the school combined with a friendly school community provides a positive, welcoming, stimulating family atmosphere. There is a real sense of belonging and pride. The school¿s motto is nurturing success. Teachers understand and focus on individual student¿s skills, attributes, and needs. They are passionate and professional. The school is progressive - a busy and vibrant place. Parents are supportive and involved. Facilities are spacious and attractive, and classrooms have been updated as a result of funding with a rebuild. We have recently finished renovating and extending our gymnasium which includes a full-sized basketball court and upgrading of our performing arts space. Achievement is recognized and appreciated, effort praised and reinforced.

The Parkhill community is quite socially and culturally diverse. It is expected that this will continue to be a feature of the school's demographics. Enrolments have been steady, and numbers are expected to be maintained over the next few years.

Parkhill has a tradition of meeting the diverse educational, social and welfare needs of students and families in creative and flexible ways. Examples of this approach include the Parkhill Community Garden, Lunchtime Clubs, Parkhill TV, Challenge Programs, Specialist Subjects which includes STEAM, PE, PA, LOTE (Mandarin) and a wide range of Intervention and Extension Programs. Parkhill is also a host school for the GATEWAYS program.

Parental participation is a key feature of the school. An active School Council and PFA reflect the increasing levels of parent involvement, as does the number of parents who regularly actively support various school programs.

The staff profile reflects an excellent balance of both gender and experience. Staff work co-operatively in teams within levels and in curriculum groups. Non-teaching staff (integration aides, support staff, welfare staff etc.) work closely with teachers to maximize outcomes for students. All staff demonstrate a keen interest in, and commitment to Professional Learning.

A dynamic, representative, and effective staff Leadership Team provides direction, support and accountability.

The school operates an Out of School Hours Care Program providing excellent daily after school care for families.