Es1-2 Multicultural Aide

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 22/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1420786
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 DUTIES INCLUDE: · Communicate directly with families and support teachers and year level coordinators to communicate with families, and link the families with services. This may need the support of interpreters.
· Support students in the classroom, explain teacher instructions and work requirements
· Explain new of difficult concepts or vocabulary
· Support teachers¿ general communication with students
· Assist students and their families with the transition from one educational setting to another, for example, by gathering enrolment information
· Arrange translation of basic school notices and communications to the relevant families of the students you support as required. 
· Assist with the preparation of permission forms and applications, for example, Youth Allowance or student travel card
· Act as a resource to develop staff knowledge of the students¿ backgrounds and the issues they face
· Help to involve parents in school activities and programs
· Encourage students and explain instructions, activities and assessment procedures
· Encourage positive behaviour and ensure that students understand class and school rules
· Help to source first language material for classroom topics, and making classroom resources. 
· Attend excursions and camps as appropriate
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:
The position requires attendance 5 days a week, school hours 8.50am - 3.17pm
The College requests that each applicant include the following:
A specific response to the selection criteria A copy of transcript of qualifications (can be brought to interview if shortlisted). VIT registration number A summary of experience Three referees who are able to make relevant comments regarding the application in relation to the key selection criteria. Please provide telephone numbers (mobile and work if applicable) and email addresses of your referees.
Referees other than those nominated may be contacted.
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 Glen Eira College is a dynamic, co-educational school offering a traditional, academic approach with firm discipline in a supportive environment and a rich and varied extra-curricular program.
Vision and Values Our students are empowered with a desire to learn and grow as individuals, and to become connected local and global community members who respect the rights of all ¿ Learn, Grow, Connect Mission Statement Our community believes passionately in state education and education as a human right. Our objectives in achieving our vision are;
· providing a challenging academic curriculum
· learning and connections beyond the classroom
· celebrating our learning endeavours 
· teaching and encouraging critical and reflective thinking
· encouraging independent and creative thinking
· fostering a sense of belonging
· developing diverse and positive relationships
· promoting a sustainable future
· developing agile, self-confident and resilient learners
Values Statement · Growth and striving ¿ we grow and aspire to learn by innovating and collaborating together 
· Equity and integrity ¿ we all have access to a broad range of opportunities that are inclusive of our diverse community.
· Care and respect ¿ we care for each other, we act respectfully and support each other in doing our best
The college runs a highly successful Select Entry Accelerated Learning program: SEAL. This program allows talented students to work a year in advance of their peers in the core subjects of English, Maths, Humanities and Science. Feedback from parents, students and staff has been consistently positive.
Our strong EAL and International Student Program also reflect our international focus.
The College has recently completely a 10.1 million dollar school refurbishment which included a new netball size gymnasium and sports complex, 5 new science rooms, 2 new food technology rooms, refurbished arts wing and new VCE and wellbeing centres. We also have a 260 seat Performing Arts Centre. We have recently been granted additional funding to accommodate a further 250 students taking our capacity to 1200 students.
The college has 63.0 EFT teachers, 3 Principal class, and 21.4 Education Support staff. The college's leadership team, with the support of our college council and parents, will continue to strive for excellence throughout the school.
We have a strong focus on high quality language learning. Students can choose from French (3 streams), Japanese (2 streams) and Hebrew.
French: · French 1st Language (We are accredited by the French Government to deliver the CNED program)
French Immersion - Students study 3 lessons a week of French Language and 3 lessons a week of Humanities and 2 of Drama in French language using Immersion methodology Mainstream French Japanese: Japanese Immersion - Students study 3 lessons a week of Japanese Language and 4 lessons a week of Science in Japanese language using Immersion methodology Mainstream Japanese Student Success
We emphasize student success through provision of a comprehensive curriculum and a broad range of year 10 to 12 subjects. Challenging extra-curricular programs, together with opportunities for personal development and leadership training, cater for a variety of individual needs and enable students to develop social and intellectual strengths. University enhancement programs, acceleration and access to extension studies ensure specialist student talents are enriched and nurtured in an environment of encouragement, motivation and celebration.
A tradition of excellent VCE results ensures all our graduates progress to the university and TAFE courses of their choice.

School Improvement Focus
Glen Eira College has been on a strategic improvement journey and has achieved significant growth of student numbers and improved educational outcomes. We were recently recognised with The Age¿s `Schools that Excel¿ Award for our outstanding results. Glen Eira College has become the community¿s school of choice.
We are determined to continue this improvement as our focus becomes delivery of challenging holistic educational programs that meet the needs of our students. Glen Eira College is committed to ongoing school improvement and welcomes highly capable professionals keen to be part of our growth as the school of choice in Caulfield.

For further information about us, please refer to the College Website
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