Es 1-2 Teacher Aide 3 Days (Ed Support Level 1-Range 2)

ES 1-2 Teacher Aide 3 days (Ed Support Level 1-Range 2) Job posted: 22/04/2024
Job type: Part time / From 15/07/2024 - 04/10/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1412203
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 (Attendance requirement for this position)
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 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
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. 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 Location Profile School Profile
Lucknow Primary School is located in the Eastwood estate of Bairnsdale, East Gippsland Victoria.
Bairnsdale is the gateway to the natural beauties of East Gippsland and is set on the banks of the Mitchell River, 285 kilometers east of Melbourne.
Lucknow Primary School was established in 1873 and moved from Great Alpine Rd Lucknow, to its current site at Balmoral Crescent Eastwood, in 2003.
The move to the new site north of The Great Alpine Rd was in response to the growing development of Eastwood and the need for expanded school grounds and facilities.
The building of the new school coincided with significant growth in student numbers. The current school enrolment is 480.
The school¿s motto ¿Proud Past - Exciting Future¿ encapsulates how the school community welcomes and embraces future challenges in the context of its rich traditions.
Our school vision is to provide a ¿welcoming community which values learning through shared responsibility¿ and to ¿develop a caring environment in which we nurture confident, creative and resilient individuals who aspire to be the best they can¿.
At Lucknow PS we emphasise the values of respect, care, honesty, inclusiveness and commitment, and have a core set of positive behaviour beliefs that are the minimum expected standard of behaviour for all in our school community. In our learning and play at Lucknow Primary School we:
Respect and consider the feelings of others Care for our shared environment Help each other make good choices Value different ways of thinking and being May treat people differently to treat them fairly Bounce back when times are tough Thrive to be the best we can be Our purpose is to inspire children to achieve their full potential by developing:
· A culture of learning based on positive relationships between students, staff, parents and the wider community.
A core of knowledge of academic and social competencies based on our key values of respect, care, honesty, inclusion and commitment. Responsibility for being self-motivated lifelong learners. A challenging curriculum appropriate to the needs of all students. A caring, stimulating and happy learning environment, which fosters high standards of achievement and behaviour. High expectations for all students to achieve their personal best socially, academically, physically and emotionally. We currently have 20 classrooms and specialist classes in Physical Education, The Arts, Library and STEM.
Our programs for students include:
Energy Breakthrough competition Literacy Intervention Rotary Awards Drama/Arts and We have a school band and choir which play an important role in our school.
Student learning is based on four critical questions:
What do we want students to learn? How do we know if they have learnt it? What do we do if they don¿t learn? What do we do if they have already know it? Teachers are accountable for students¿ learning and achievement.
Learning is developmental and sequential.
Learning is teacher directed.
Teaching is explicit.
Students are increasingly responsible for the application of their learning
Students are assisted to regularly reflect on their own learning.
Parents¿ Club and School Council represent the school families and are highly active in raising funds for our students and providing community based decision making processes.
We have a whole school approach to student welfare and engagement.
Every week more than 30 ¿Special Friends¿ volunteers come into the school to work with individual children in areas of agreed interest, whether it is social, recreational or academic.
The welfare of students, staff and parents is an underlying consideration in everything that is done. Our school believes that people are the most important resource and that all have something to offer.
The school is committed to effective communication, taking a pro-active role ensuring people have their say. Consultative processes have been adopted which enable all concerned to be involved.
There is a strong emphasis on professional development and coaching is an integral part of professional practice.
The future curriculum directions of our school will be consistent with our priorities with an emphasis on building professional capacity through ongoing reflection of practice informed by student learning outcomes and a sound knowledge and understanding of learning theory. The consolidation and future planned development of the site and facilities will continue to be a priority.
1324 jobs are currently listed for Schools (Government)
Job type: Part time / From 15/07/2024 - 04/10/2024
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