Teacher Aide

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 05/08/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1423196
Job posted: 28/06/2024
Closes: 11/07/2024
Occupation: Education and Training
Job duration: From 05/08/2024
Reference: 1423196
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.
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 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:
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. Seaford Primary School is a friendly, caring school that values community and aims to achieve excellence, nurture individuality, understand and challenge every child. We value Respect, Responsibility, Resilience and Acceptance.
Seaford Primary School is located in the original part of Seaford and sits in close proximity to the Seaford/Edithvale Wetlands, Kananook Creek and the Seaford Foreshore. The school was established in 1914 and our current enrolment is 210, drawing on students from the school neighbourhood area and beyond it.

Under the umbrella of the school¿s motto `From Reality We Gain Understanding¿ the school believes in a child centred approach to learning. With supportive specialist programs including Physical Education, STEAM, Visual Arts, Performing Arts and Indonesian, a comprehensive, diverse and differentiated curriculum is provided through the Victorian Curriculum using explicit teaching and inquiry learning. The school provides for the development of Literacy and Numeracy with attention to emotional, social and physical development.

We provide a wide range of extra-curricular activities including an Active After School Community Program. Linking Education And Play (LEAP) is a unique Prep ¿ 6 program and a Developmental Outdoor Education Program is run from Prep to Year 6. 

We encourage the development of positive self esteem, and the ability to work as a team. Our Social Competencies program focuses on creating leaders and giving students a voice. The Leader In Me program (based on Stephen Covey¿s 7 Habits of Highly Effective People) is embedded in all subject areas, and demonstrated and taught daily. We see the development of leadership skills in all our students as pivotal to their development and to find their place in the world.  We also use Restorative Practices, to assist in the development of social skills and the ability to resolve conflict. 
The school offers a daily healthy eating breakfast program and a morning and afternoon Out of Hours School Care run by Elysium. 

Exemplary programs are offered for students with a language disorder, or a learning or physical disability. Where students have severe expressive and or receptive language disorders we offer enrolment in a Special Assistance Unit ¿ Language. The school also runs an aided program for students with disabilities, all of whom have Education Support Staff who support them in classroom programs and in the development of social skills in the playground. An individual Additional Assistance Program supports students in years 1 -6 in their literacy learning, and this is complemented by the school¿s Tutoring Program.

Children are consistently encouraged to value their own worth, and their learning potential and achievement is maximised by their understanding of their own individuality.

Seaford Primary School is fully committed to keeping children safe and has a zero tolerance for child abuse.
To apply for this role, you will be redirected to the Schools (Government) job application system.

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