Teacher Aide

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 27/01/2025 - 23/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1451809
Job posted: 14/11/2024
Closes: 27/11/2024
Location ProfileSchool Vision Karingal Primary School is committed to providing a friendly, dynamic, and secure learning environment that strives to develop respectful, resilient, lifelong learners. It supports students to achieve their personal best in an atmosphere of mutual respect and cooperation.
School Values At Karingal Primary School, a clearly defined set of core values underpin everything we do:
Respect is defined by Fairness, Strength, Consideration, and SincerityIntegrity is defined by Truth, Honesty, Responsibility, Loyalty, and SafetyPersistence is defined by Control, Hard work, Commitment, Learning, Purposefulness, and SuccessResilience is defined by Humour, Initiative, Flexibility, and CourageRelationships are defined by Empathy, Collaboration, Support, and TrustKaringal Primary School opened in 1966. It is located on a large, picturesque site in a well-established residential suburb, close to the City of Frankston, 53 km south-east of Melbourne. The school's attractive site, with established native trees, contrasts with the local urban environment and the comprehensive shopping complex nearby.
A strong partnership exists between the School Council, the highly professional staff, and a dedicated core of supportive parents, with an active Parents and Friends Sub Committee working for the benefit of the children and school community.
Educational The school's policies and programs support a learning environment that places the student at the centre of the school. They encompass a comprehensive curriculum with a strong focus on literacy, numeracy, and science. Learning outcomes for students are maximised by team and whole school planning, professional development for staff, appropriate resource provision, effective assessment and reporting practices, and regular evaluation of programs.
Student Wellbeing and Engagement will see an increased focus on student engagement, attendance, and personalised learning for all students in a safe and stimulating environment. The expectation is that everyone will work to ensure that each student is individually nurtured and that colleagues are successfully managing the requirements of their professional roles and responsibilities. Karingal Primary School is a smaller school, and therefore staff need to work as a cohesive and supportive professional team to provide a range of quality teaching and learning experiences the school offers to students.
Teachers are asked to ensure that classrooms are stimulating, organised, tidy, accessible, safe, and well-maintained. Students are expected to take an active part in keeping their personal property and school property well organised and tidy.
Selection CriteriaSC1 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 An understanding of the Montessori philosophy and a commitment to professional learning and growth for both self and others.
RoleAn 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.
ResponsibilitiesProvides 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 ApplyIndividuals 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.
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 StandardsVictorian 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:
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 Department HR.Job classification:Contact:To apply for this role, you will be redirected to the Schools (Government) job application system.

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