Integration Aide

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 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:
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 ProfileSpring Gully Primary School is located in a picturesque urban area five kilometres from the centre of Bendigo.The natural setting is complemented by the close proximity of state park, bushland reserves, sporting ovals, tennis courts, bike and bushland trails.Spring Gully Primary school has an enrolment of 419 students.
In the 2016-2017 State Budget, Spring Gully Primary School shared in planning funding that allowed the school to begin to scope and plan building works.The school received $5.1 million in the 2017-2018 Budget and an additional $2.17 million in the 2018-2019 Budget to deliver these plans, including extensive upgrades to the school site and outdoor learning areas.The upgrade and modernisation work commenced in March 2018 and were completed in 2019.
The students are at the centre of all decisions and their active involvement in this process is valued.The students are given many opportunities to develop their leadership skills and to make meaningful contributions to the school and wider community.
The school places particular emphasis on the development of literacy and numeracy skills for all children, and the development of computer technologies being incorporated into daily curriculum presentation.The inclusion of specialist programs in Art, LOTE (Auslan), Physical Education and Music enables a well-rounded curriculum.Curriculum planning and presentation actively caters for differentiation and for diversity of learning styles.
All teachers are members of a professional strategic team and play an active role in implementing the school Annual Implementation Plan and developing the individual and collective capacity of our staff.
Parent participation in highly valued and features in a wide variety of areas including classroom programs.School Council, Parent Club, fundraising, camps, and excursions.This partnership is further developed with weekly classroom emails, the whole school fortnightly newsletter, information evenings and special events.Spring Gully Primary School also fosters a community of learners where everyone is valued and has opportunities to reach their personal best.Our school purpose is also linked with our vision:
Optimistic, resilient students who are motivated to learn.Positive, professional staff committed to the challenges of teaching and learning.Core curriculum that builds strong foundations for all learners.Learning opportunities that enable students to become active citizens in the global community.Actively develop and value the partnership between home, school, and community.A safe, stimulating learning environment which recognises and values diversity.Informed students who will actively care for the world environment.\The school moto is ¿Be Awesome¿ and the following values are seen as being central to the life of our school and how all members of the school community should conduct themselves:
Respect ¿ Valuing self, all others, property, and the environment.Responsibility ¿ Being relied upon to be honest, and to do the right thing for yourself and for the community.Resilience ¿ We are dedicated and focused learners, who persist when things are challenging and use feedback to improve our future efforts. 2569 jobs are currently listed for Schools (Government)
#J-18808-Ljbffr