Integration Aide - Student Support

Ballarat North Primary School is situated in the northern part of Ballarat and has a current enrolment of 360. The school is set on a substantial site with attractive grounds and excellent facilities including a Multipurpose Centre comprising a gymnasium and Visual Arts facility. Practices reflect the school's core values of care, respect, excellence, and community.
Ballarat North is a caring school with a close-knit community. It is a friendly, welcoming place where children grow in confidence and enjoy learning. We see children, parents and teachers working together to meet the challenges of the future. We develop each student's academic potential and social and personal skills. Our task is to nurture thinking, caring and responsible students who have the self-esteem and application to meet everyday challenges with confidence and enthusiasm. We identify and respond to the educational needs of the groups and individuals in our community. We are a high performing school with an emphasis on developing students' numeracy and literacy skills.
The school is committed to providing high quality teaching and learning to maximise the learning growth for all students. A comprehensive curriculum is offered throughout the school with a strong focus on Literacy and Numeracy. Specialist lessons in Visual Arts, Japanese, Physical Education and Performing Arts are provided to complement classroom programs. The use of ICT is incorporated across the curriculum, all classrooms being resourced with Smart TVs, iPads and laptop computers.
Student engagement in learning is given high priority, with formative assessment used by teachers to inform their instruction and maintain a curriculum which caters to student needs.
A range of support and enrichment programs are offered to further enhance learning opportunities for students, including MiniLit, swimming, athletics, team sports, camps, CLUBS, excursions, multi-age TEAMs, Better Buddies, cultural performances, choir, a biennial school concert and private music lessons. Comprehensive programs provide intervention and support for students with additional needs.
Student wellbeing is also of a high priority at Ballarat North Primary School. We continue to refine programs and strategies to maintain a consistent approach across the school to student wellbeing and behaviour. We are a Respectful Relationships school and our students participate in weekly lessons which have a respectful relationships focus.
The school highly values the development of strong home-school partnerships and actively encourages family involvement. Priority is given to ensuring a supportive culture with open two-way communication promoted at all times. The recognition and celebration of effort and achievement within the school community helps to foster a positive, engaging learning environment.
Aims: Ballarat North Primary School promotes high achievement and success for all by working with students to:
Strive for personal excellence in all aspects of their education Develop independence, persistence, self-motivation and the ability to work cooperatively with others Become adaptable and creative thinkers who enjoy and are actively involved in their learning Build resilience and develop highly effective social skills Show care and respect for themselves, others and the environment Develop a sense of belonging and pride in their school and an awareness of their place within a global community Mission: To achieve our aims for students the school will:
Provide a safe, caring and stimulating learning environment Offer an engaging and challenging curriculum that caters for the diverse needs of all learners Use a range of effective, evidence-based teaching approaches to maximise the learning growth of all students Adopt practices that enhance student wellbeing and promote positive relationships Establish cooperative learning partnerships with parents and the wider community Have high expectations of all students School Values Our core values are: care, respect, excellence and community.
Care by looking after ourselves, others and our environment Respect by using manners and being kind in words and actions Excellence by always giving our personal best Community by everyone working together Learning Behaviours We have four learning behaviours that we focus on in our classrooms and specialist programs. These learning behaviours assist students to develop positive attitudes towards learning and strategies to enable them to achieve success.
Our four learning behaviours are: Be Organised, Be Persistent, Challenge Myself and Work Together.
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 coordination 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 coordination, 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:
Enquiries regarding the position can be directed to the Acting Principal, Anthony Tait, on 03 5333 3387.
Applications must include:
1. A specific response to all the key selection criteria
2. A CV including the names of three referees and contact numbers should be included in the application
3. Applications must be submitted, AS ONE DOCUMENT, via Recruitment Online.
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.

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