Teacher Aide (Ed Support Level 1-Range 2)

Teacher Aide (Ed Support Level 1-Range 2) Job posted: 22/05/2024
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 5 Days per week 8:50am to 3:30pm
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 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. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Location Profile Kosciuszko Street Primary School offers a dynamic and friendly environment where students and staff can grow in a safe, vibrant, and invigorating culture. At Kossie, our moral purpose is to 'empower all students to learn and achieve,' ensuring a bright and active future. We achieve this by providing students with a high-quality education that is both engaging and inclusive. Our dedicated team of educators is committed to fostering a love for learning and personal development in every student. Through offering a diverse range of academic opportunities and extracurricular activities, we aim to build a strong foundation of factual knowledge and critical thinking skills. At Kosciuszko Street Primary School, we believe in instilling values of respect, resilience, and responsibility, which are essential not only for their school years but also for their future endeavours. We have a strong focus on academic achievement and implement an explicit direct instruction model throughout the curriculum, ensuring all students have access to an informative and extensive curriculum. Through the implementation of a Knowledge-Based Curriculum, our students receive high-quality instruction that allows learning to flow seamlessly from Prep to Grade 6. Our teachers are trained using current research, with a strong focus on the Science of Reading, Cognitive Load Theory, and Explicit Direct Instruction. Traralgon (Kosciuszko St) Primary School is located at the west end of Traralgon, the Latrobe Valley¿s largest town, 160 km southeast of Melbourne. The school, known locally as Kossie, offers 305 students an attractive, safe, and settled environment with spacious grounds. The school has 44 staff members: 2 Principal-class, 16 Classroom Teachers (a mix of full time & part time), and 5 Specialis Teachers (a mix of part-time positions), 14 Classroom-based Education Support Staff, 1 Student Welfare-focused Education Support staff, 2 Teaching Support Staff 1 Literacy Intervention Education Support Staff, and 2 Office-based Education Support Staff. During 2024, the structure is comprised of fourteen classes, specialist Stephanie Alexander Kitchen Garden, Physical Education, Science, Digital Technologies, and Visual Arts. Students are predominantly from the immediate neighbourhood. There are 3 Learning Specialists, 2 of which have a focus on student learning and building consistent high-quality practices, while the other is leading Inclusion and Disability. Kossie has developed a comprehensive approach to student well-being through the development of our School-Wide Positive Behaviour Support Program (SWPBS). Students are explicitly taught appropriate behaviours and how to self-regulate. Our school takes pride in our four values: Be Respectful, Be Resilient, Be Ready, and Be Responsible. We use these values to provide explicit guidance and feedback to students. This is supported through our active engagement in The Resilience Project, which will be further bolstered by our partnership with the local organisation, Mindfull Aus. Mindfull Aus focuses on teaching young people to identify, control, and express their emotions. Working together in the interest of student progress and development in all areas, including student well-being, is vital to achieving the best possible outcomes for all of our students.
Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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