Teacher Aide Part time Monday - Friday

Overview

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 2

Occupation: Education and Training

Location: Eastern Metropolitan

Reference: 1480402

Location Profile

We are looking for a highly motivated staff member with a capacity for further professional and personal growth. The person would need the qualities that will enable them to work collaboratively with staff, students and parents to fulfil our school vision.

At Glen Huntly Primary School, our vision is to optimise student learning growth across all curriculum areas and for every level of ability. Students are at the centre of every decision we make, and we are united in our belief in the potential and success of both students and staff.

We are deeply committed to:

• Inspiring students to be respectful, caring, and resilient citizens¿both locally and globally¿under our guiding motto: Learning Today, Leading Tomorrow.
• Being a high-performing school where evidence-informed best practice is embedded and visible in every classroom.

Our Values
GHPS fosters a school culture built on the following core values:

• Respect and Care ¿ for one another and for our environment.
• Pride and Personal Best ¿ striving to achieve our highest potential and taking pride in ourselves and our school.
• Resilience ¿ embracing challenges, persevering through difficulties, and building self-confidence.
• Teamwork and Optimism ¿ working together with enthusiasm and a shared commitment to learning.
• Creativity ¿ embracing new ideas and possibilities to reach our goals.

GHPS consistently achieves strong academic outcomes while nurturing socially and emotionally connected students. Our inclusive and welcoming school community plays a key role in fostering student resilience and wellbeing.

A central challenge¿and opportunity¿for GHPS is to maintain our high standards while continuing to support learning growth for all students, including those who are highly capable and students with English as an Additional Language.
Our PLCs drive continuous school improvement by:

• Using the Inquiry Cycle to link student learning needs with teacher professional development.
• Leading the development, implementation, and monitoring of core curriculum in literacy, numeracy, and integrated studies including history, design technology, science, sustainability, and digital technologies.

Our teachers and staff are dedicated, compassionate, and relentless in their pursuit of excellence for every child. We embrace a growth mindset and continuously refine our approach through research, collaboration, and data-informed practice.

We are a culturally diverse and inclusive school that supports belonging and engagement to develop a positive and safe learning culture. This is fostered through;

• The Zones of Regulation
• Circle Time
• Restorative Practices
• The Resilience, Rights and Respectful Relationships program

Facilities and Community
GHPS operates across two campuses¿junior and senior¿and includes 13 classes. Our staffing includes a Principal, an Assistant Principal, a Learning Specialist, 17 teachers, 12 Education Support staff, a Business Manager, an Administration Assistant, an IT Technician, and a Library Assistant. We offer five specialist subjects: Physical Education, Art, Science, and Music with Japanese as our Language Other Than English (LOTE).

We are proud of our excellent facilities, which include:

• A full-sized gymnasium
• Specialist spaces for science/STEM, art, music, and library
• A large grassed oval
• Three playgrounds
• Outdoor basketball court
• Synthetic turf soccer pitch

We have a dedicated and engaged parent community that partners with the school to create a strong sense of connection and belonging. The active involvement of our families is essential to each child¿s success and to the positive, inclusive culture of our school.

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

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