Ed Support Level 1-Range 2 Integration Aide 6Hrs/Wk

Ed Support Level 1-Range 2 Integration Aide 6hrs/wkJob posted: 08/11/2024
Job type: Part time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1450090
Closes: 21/11/2024
Location ProfileGreat Ryrie Primary School was built in 1998 as a result of the amalgamation of three small, local schools. In 2004 the school was further extended after the closure of the adjacent Heathmont College site. Our school is located approximately 20 kilometres east of the CBD. Our students are catered for at their individual point of need in classes by age across all years.
In 2024, our enrolment is approximately 550 students representing approximately 400 families. We have 57 full-time and part-time staff, including two Assistant Principals, three office staff including a First Aid Officer, a part-time Wellbeing Coordinator, a part-time High Abilities teacher, a part-time EAL teacher, Multicultural Educational Aide, Integration Aides, a Canteen Manager, and a part-time Library Technician. The school also has the services of a School Chaplain.
The student population includes approximately 130 students from other countries, many of whom have a refugee background. Accordingly, our school is culturally diverse with 35% of families having a Language Background Other Than English (LBOTE), with the largest LBOTE groups being Burmese (representing several distinct dialects), Chinese and Indian. The school also has four Koorie families enrolled.
Great Ryrie has a Student Family Occupation index of 0.364 which indicates that we are in the medium SFO percentile range and that overall our school is of medium socio-economic status. Approximately 30% of the school community receive CSEF. However, Great Ryrie has a diverse social demographic, ranging from families where one or both parents are relatively high-income earning professionals or business owners, to low income, single parent families.
Our school has a strong reputation in the local community and we celebrate the cultural diversity of our families, while providing quality learning programs in all curriculum areas. We also offer a wide range of extra-curricular activities including extensive Performing Arts and Sports programs as well as Chess, Tennis and other special interest programs. Student wellbeing is given a high priority and we offer many programs designed to support students over a range of issues, as well as a comprehensive suite of student leadership programs.
The new Victorian Curriculum provides the basis of the school curriculum program, within an integrated model designed to maximise student engagement. Teachers work in teams to plan and deliver curriculum that caters for the individual needs of students in multi-age classes. Each student has their own Individual Learning Plan (ILP) developed through collaborative processes involving the student, parents and teacher. We have specialist facilities with dedicated specialist staff teaching programs in Sport and Physical Education, Science and Technology, Visual Arts, Performing Arts and Indonesian.
Great Ryrie has an attractive, safe and stimulating learning environment, enhanced by relatively new and well-maintained facilities and extensive grounds. The school is well resourced in IT, including interactive whiteboards and a bank of laptops in every classroom.
Partnerships between parents and staff are encouraged and parents are involved as classroom helpers, in student conferences, school committees, fundraising and social activities. The work of the School Council and the parent community is evident throughout the school in improved programs, facilities and equipment for students and teachers. A large number of enthusiastic parents and community members provide many hours of voluntary work to support student learning and the smooth running of the school.
Selection CriteriaSC1 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.
RoleAn 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 coordination 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.
ResponsibilitiesProvides 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 ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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 ******.
Child Safe StandardsVictorian 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:
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:
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.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.
To apply for this role, you will be redirected to the Schools (Government) job application system.

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