Ed Support Level 1-Range 2 - Intergration Aide

Job posted: 20/06/2024
Job type: Part time / From 25/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1421422
Job posted: 20/06/2024
Closes: 03/07/2024
Occupation: Education and Training
Job duration: From 25/07/2024
Reference: 1421422
Occupation: Education and Training
Salary Range: Salary not specified
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.
RoleThis role is for 3 hours per day from 9am until 12pm, Monday until Friday.
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 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 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:
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.
Location Profile At Seaholme Primary School we work together with our community to ensure `Success for All¿. We provide a stimulating, creative and challenging learning environment where students achieve their personal best. They are supported to grow socially, emotionally and academically, and become respectful, responsible and resilient members of a global community. We offer a robust educational experience for all students through effective communication, strong collaboration and high impact, research-based teaching.
Located in Altona, a short walk to the beach and Cherry Lake Reserve, Seaholme Primary School has a current enrolment of 320 students supported by a professional and committed workforce of 27 equivalent full-time staff.
Seaholme Primary School provides an outstanding, comprehensive teaching and learning program in all curriculum areas and continues to achieve outstanding academic results. Additional programs include visual and performing arts, physical education, STEM and Mandarin. Out of School Hours Care (OSHC), swimming, camps for years 2-6, lunchtime clubs, instrumental music, incursions, excursions and counselling are provided with the aim to enable every student to reach their full potential.
We are privileged to have such wonderful students at our school. Our students are intelligent, resilient, creative, imaginative, disciplined, dedicated to life-long learning, respectful and ethical. They leave Seaholme Primary School, with the skills, mind sets and qualities that will best equip them for success in the world of the future. They are the future leaders and role models of society.
Teachers work collaboratively to provide a challenging and stimulating broad-based curriculum, which is grounded on a solid foundation of literacy and numeracy skills.
We offer high quality, strategic professional development, utilising expertise within and beyond the school, Professional Learning Communities (PLCs), School Improvement Team (SIT), and curriculum days to accelerate the continuous improvement of learning and teaching at Seaholme Primary School.
Seaholme Primary School has been recognised for its outstanding commitment to professional growth. We are a Professional Learning Communities (PLCs) Link School. We support other schools in our region to improve their teacher practice and student outcomes through the PLC Inquiry Model. We are very proud to be able to share our achievements and work practices with other schools.
The active participation of parents and carers within the school community is a highly valued feature of our school. A strong partnership with parents is developed and considered essential in our endeavours to ensure the successful learning achievement for every child. Over recent years the School Council has developed areas of the playground to make them attractive, safe and stimulating for our students. 
In late 2020 Seaholme Primary School had its review and developed a new School Strategic Plan (SSP). Over the next 4 years, the goals within our SSP are to; improve the learning outcomes of all students, to enhance student engagement in all facets of school life, and to enhance the health and wellbeing of every student. 
Seaholme Primary School prides itself on being a small community school who continually produces outstanding results. We are proud to be the school of choice in our local community.
1325 jobs are currently listed for Schools (Government)
1325 jobs are currently listed for Schools (Government)
Job type:Part time / From 25/07/2024
Job classification:Contact: 1325 jobs are currently listed for Schools (Government)
To apply for this role, you will be redirected to the Schools (Government) job application system.

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