Teacher Aide

Job type: Part time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1448168
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 This role requires on-site attendance from 8.45am - 3.45pm Monday - Friday.
Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.
Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.
Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.
Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated 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.
Performs 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 judgments where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.
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.
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 ProfileArdeer Primary School is a small metropolitan primary school with a current student enrolment number of approximately 133 students. The school was established in 1961 and is located in the heart of the small community of Ardeer. Set on a large suburban block with grassed open spaces, large inclusive playground, school oval, Covered Outdoor Learning Area (COLA), basketball courts, synthetic racetrack, and attractive gardens.
 Given our relatively small student population, we offer a very personalised learning experience for our students. We pride ourselves on being a school that knows and caters to the needs of our school community and students extremely well and offer a highly personalised learning experience that many larger schools simply cannot offer.
 We pride ourselves in our ability to create a school environment that is safe, orderly and where high levels of student engagement and effective learning will ensue.
 We are committed to the achievement of excellence in all endeavours, setting high aspirational goals for our staff, students, and community alike.
 Ardeer Primary School remains focused to the three big ideas of a Professional Learning Community:
¿ A focus on improving learning outcomes in Literacy and Numeracy - our fundamental purpose is to ensure that all students learn at high levels.
¿ The development and nurturing of a collaborative culture - we work collaboratively to meet the needs of staff, students and our community.
¿ Results Orientation - we use student data, evidence and results to know if students are learning and respond to their needs.
¿ The implementation of consistent practices focused on empowering learners who are actively engaged in and connected to their learning.
 All students are supported to become active, independent learners provided with the skills to strive both within an individual and collaborative learning environment. We ensure our students develop increasing responsibility for their learning as they progress throughout their years at school. Frequent opportunities are enacted in the promotion of student voice, agency, and leadership both within and out of the classrooms. This includes through our Student Voice Team.
 We have a committed staff and pride ourselves on the wonderful school climate that we create in which all students thrive. Students always remain at the centre of our daily work. We maintain an unrelenting pursuit in the delivery of the highest academic and wellbeing outcomes for every student, every day.
 We create a professional working environment focused on the pursuit of practice excellence, and we value the importance of frequent collaborative opportunities to build staff capacity. All staff members at Ardeer Primary School actively work to develop their professional capacity to provide the best possible educational and wellbeing outcomes for our students. We have developed a consistent and coherent whole school approach to the teaching of English and Mathematics. Staff are committed to continually developing their practice and this is achieved through the support of external professional learning opportunities and internal coaching focused on building staff capacity.
 The school has a strong commitment to providing a curriculum which is both supportive of the needs of individual students and one that challenges students to achieve their best. The school is committed to strengthening student achievement across all curriculum areas with a major focus on the curriculum areas of English and Mathematics. We also provide many different learning opportunities that cater to the whole learner. The school offers specialist programs in PE, Library, Music, Art and AUSLAN.
We implement the whole-school framework School-wide Positive Behaviour Support (SWPBS). It provides a research-based approach to promote positive behaviour at our school. The SWPBS approach has been developed from evidence and data, demonstrating the most effective ways to prevent and respond to major and minor behaviours, improve school culture and increase academic performance.
At Ardeer Primary School, staff, students and families work together to build positive learning environments. Our school values are Respect, Responsibility and Safety. Our teachers explicitly teach these behavioural expectations in line with our Behaviour Matrix and the Victorian Curriculum.
 We recruit for culture and seek to employ staff that are:
-Committed to ongoing professional development
We thank you for your interest in our school and very much value the skills and experiences that you would bring to this role.
If you are interested in finding out more about this exciting role at our wonderful school, please don't hesitate to give our Acting Principal Christopher O'Brien a call on 93631194.

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