Teacher Aide

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 22/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1422181
Job posted: 24/06/2024
Closes: 07/07/2024
Occupation: Education and Training
Job duration: From 22/07/2024
Reference: 1422181
Occupation: Education and Training
Salary Range: Salary not specified
Work location: Melbourne | Southern Metropolitan
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.
RoleThis position for 30 hours per week. Attendance will be from 8:50am to 3:20pm.
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 Profile Our learners are at the centre of our actions, decisions, and interactions at Seaford Park Primary School. We celebrate diversity and embrace the social nature of learning within a culture of high expectations.
Seaford Park Primary School is nestled amongst a residential area and green wedge between the Peninsula Link to the west and Frankston-Dandenong Road to the east. We have 180 students enrolled and a Student Family Education Occupation and Education Index of 0.5115.
Recently, our Annual Implementation Plans have had a focus on improving student outcomes in Mathematics (Number & Algebra) and Writing through the embedding of Professional Learning Communities. The school is also working on creating a positive climate for learning through the implementation of School-Wide Positive Behaviour Supports (SWPBS) and Resilience, Rights and Respectful Relationships. Our school is currently awaiting the publication of our post-review report, which will inform our direction and work over the next four years.
The parent community is eager to become more involved in the school and this relationship is nurtured through parent and community events, communication and clear structures around parent engagement. We introduced student-goal conferences in 2024, involving every student in our school devising one goal for themselves. They communicated their goal to their parents and carers in Term 1 as well as strategies that they can employ both at home and at school to progress towards their goal.
We have a learning specialist with responsibility for English who is currently focusing on building our teaching approaches in relation to synthetic phonics (MSL) and on the implementation of a schoolwide approach to Writing (Seven Steps to Writing Success). We are also working on developing our Digital Technologies curriculum and integrating the lessons across the curriculum.
The class structure for the 2024 school year includes 8 grades ¿ 3 Juniors (1 Prep and 2 Year 1/2 composite grades) and 5 Seniors (3 composite Year 3/4 grades and 2 composite 5/6 grades). Staffing consists of a principal, assistant principal, 2 learning specialists (English and Wellbeing & Engagement), 8 fulltime and 6 part-time teaching staff, 4 part-time integration aides, a full-time business manager, a part-time administration ES and 2 part-time maintenance personnel.
The school building was completed in 2018 with all learning areas flowing from a spacious, central, community atrium. The learning environments in the main building have been purpose built to support teachers to work in a collaborative fashion in order to best meet the needs of our students. Two wings each hold four defined spaces, one of which is designed as a breakout space including wet area and storage. Student bathrooms, staff office space and a meeting room are incorporated into the design of each wing. The school also utilises a Mod 5 classroom, where our most senior students learn. Our BER building contains a purpose-built Art room and a multipurpose space used for Music, PE and our outside school hours care program (TeamKids).
Teachers at Seaford Park Primary School work in professional learning communities. Staff have collective responsibility for all our students, who are valued as individuals. Our goal is that they take part in learning tasks that are carefully targeted at their point of need. This is achieved through two whole-school daily enhancement sessions: one English and one Mathematics. At these times, all teaching staff (including specialists) support the targeted teaching approaches in use, regardless of their role. Students participate in Performing Arts, Visual Arts and Auslan lessons each week as well as two Physical Education lessons. We run a range of lunchtime clubs for the students, which includes Mindfulness, Art & Crafts, LegoTherapy, Dance, Gardening, Chess, Choir and Band.
We have close links with local kindergartens and provide a Preschool to Foundation transition program to welcome and prepare students for their primary school life. The school develops partnerships with a range of organisations and businesses. Our positive partnership with the Ardoch Foundation provides us with volunteers and program support. We value our local community who provides us with support in a range of key areas.
Seaford Park Primary School believes that each student has the ability to learn and this is fostered in a positive, caring and engaging environment. Seaford Park Primary School has high expectations of our students and we strive for continual improvement.
To apply for this role, you will be redirected to the Schools (Government) job application system.
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