Inclusion Aide

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 15/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1420420
Selection CriteriaSelection Criteria
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
SC2 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC3 A commitment to professional learning and growth.
SC4 Demonstrated ability to actively promote the safety and wellbeing of all students in line with the Child Safe Standards
Role Required attendance hours: 8:45-3:30pm
Role Description
This position is a classroom support role, supporting students across all Key Learning Areas.
The person in this position will be required to undertake a variety of tasks with a high level of personal motivation, presentation, and confidence under the direction of the Principal and the Inclusion Teacher and PSD coordinator. They will be required to undertake routine tasks that are usually 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.
This position does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.
An education support class position supports the educational services being provided to students but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities Responsibilities:
TYPICAL DUTIES
· Classroom Aide working directly with students in the classroom supporting them with their learning.
· To be able to work effectively with students with learning and/or behavioural difficulties.
· Ability to communicate effectively with fellow staff and students
· To be able to work effectively independently or as part of a team.
· Ability to work in the classroom with students of mixed ability.
· Assist teachers in the preparation of class material including photocopying.
· Assist with communication between students and teachers, particularly with the interpretation of instructions.
· Assist with the supervision of students in the schoolyard, on excursions, sporting activities and school activities.
· Carry out other duties as directed by the Principal
· Responsibility for completing general administrative duties such as filing, cleaning, organising and hospitality.
· Miscellaneous duties for the PSD Program.
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 (the department) 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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 801 or email on:  ******
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. Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment 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 Location Profile Clyde Secondary College opened January 2022. 2024 will see the inclusion of Year 9, adding a year level each year thereafter.
The College is committed to creating a learning environment that is built on high expectations for all, where every student is exposed to a rich, diverse, and challenging curriculum, while ensuring they are valued, and that each student enjoys the caring and supportive environment in which they learn every day. Our school values reflect our vision of ¿Excelling together, valuing the individual¿, which can be summarised by REACH; Respect, Excellence, Aspiration, Curiosity and Honesty. All school values should be intrinsic to the College community itself ¿ our staff, students, and their families.
The College Leadership team highly values and actively promotes staff wellbeing, offering a supportive culture for all staff.
W e¿re dedicated to supplementing students¿ learning with a wide range of co-curricular programs. These include extensive student leadership development, performing arts and sporting opportunities. Every student is encouraged to get involved with the wider community, and we¿re here to help them build on the necessary skills to do so, ensuring all students leave the College as highly productive and successful global citizens.
We are committed to meeting the learning needs of every student, promoting excellence in learning growth for all. Students will be exposed to a diverse and challenging curriculum following the standard Victorian Curriculum, offering English, Mathematics, Science, Humanities, Languages, Physical Education, Technology, Art, Drama, ICT, with a whole range of extra-curricular activities. As the College grows, we will offer a range of other subjects, including Music, Food Studies, as well as offering extension opportunities such as Advanced Maths, Literature, Physics, Chemistry, Systems. STEM will also feature strongly in our program from Year 7, providing the building blocks for our student¿s success in future years.
We offer a select entry High Achiever Program that challenges and supports high achievers to excel and provide them with a unique accelerated opportunity in VCE, as they approach their senior education years of study.
As a supported inclusion school, Clyde Secondary College has been designed to support a higher number of students with a disability than a typical mainstream school. Included in the school design are facilities that provide additional amenities to support and enhance learning.
The College will stage 1 build has the following facilities:
· An administration and learning resource center building
· A learning neighborhood building
· A Science, Technology, Engineering and Mathematics building 
· A Performing Arts and Physical Education building including an indoor multi-court
· Landscaped outdoor play and learning areas

Stage 2 build comprising an additional learning neighborhood, visual arts building, oval, additional hard courts and car parking is currently underway for completion ready for 2025.
The school has an initial capacity for 575 students with up to 50 students who meet the requirements for the specialist enrolment policy, approximately 8% of the whole school student population. Upon the completion of stage two, the school will have the capacity of 1300 students and in any given year level around 8% of places will be reserved for students who meet the specialist enrolment policy.
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