Teacher Aide

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 09/02/2025 - 09/02/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1457880
Location ProfileBanyan Fields Primary School is located in Carrum Downs and currently has a growing school population, currently over 570 students ranging from F-6.
Mission At Banyan Fields Primary School our mission is to provide quality teaching and learning where children become confident, enthusiastic learners and socially competent, community builders.
We are proud of the high calibre students who leave us prepared to flourish in their future lives, having learned and practiced regularly the school's values:
Belonging: Including everyone using the common themes of acceptance; tolerance; caring and loyalty.Resilience: Bouncing back using the common themes of learning from mistakes; mental toughness and never give up, even when it is hard.Ambition: My very best effort using the common themes of high expectations of myself and others; spirit; future success; self-belief and doing my very best.Integrity: Always doing the right thing using the common themes of truth, honesty and trust.Our aim for our students is that they experience a seamless education from pre-school to year 12; we work hard to develop relationships with the neighbouring kindergartens, local primary school and high school to do this and promote effective, supportive transitions.
We offer a wide range of programs and opportunities for children to develop their potential intellectually, emotionally and socially in a secure, caring environment.
Curriculum, Teaching and Learning Our curriculum is constantly reviewed to ensure the children receive engaging and stimulating programs based on the Victorian Curriculum and a diverse program of extra-curricular activities.
Our teachers are skilled in developing hands-on, interactive and engaging learning tasks that are relevant to students.
They too provide opportunities for students to apply their learning in a range of contexts, using appropriate technological devices to assist them.
We integrate learning topics together, so a range of ideas are addressed at one time, allowing students to be creative and develop their resourcefulness, reflectivity, communication and collaboration skills.
We encourage students to make mistakes!
This means they are trying new things, pushing themselves and having to overcome the barriers to their learning; in doing so developing their resilience.
Our teachers track all students' progress academically and in other aspects of their school lives.
Some students receive additional support from a wide range of Allied Professionals who work with the school.
These professionals include psychologists, counsellors, speech therapists, occupational therapists and a Chaplain.
Students can access these programmes through liaison with the classroom teacher and dedicated wellbeing team.
Leadership and Governance We have strong leadership and mentoring structures to support skill development of all students which underpins our approach to student wellbeing.
Our proactive School Council ensure that we are meeting our aims and accountabilities.
This is viewed upon positively by the school's leadership team in recognition that a certain level of challenge ensures we continue to grow and develop as a school.
We have a robust Performance and Development process that ensures our teachers/staff are stretched, challenged and supported, so they can do the same for our students.
We are extremely proud of the school's standing within the community.
Working together in an educational partnership has amazing advantages and potential for all.
We pledge to our community that we will work relentlessly to provide the best possible educational environment for all our students to flourish.
Banyan Fields Primary School truly aims to be the "Heart and spirit of the Community."
Child Safe Standards – Our Commitment Banyan Fields Primary School is compliant with the Child Safe standards.
We are committed to the safeguarding and promoting the wellbeing of all our young people.
We set very high levels of care for each individual student and expect that all staff and volunteers who work at the school have the same high levels of commitment.
All employees are expected to keep up to date with the requirements of mandatory reporting, become familiar with the relevant Child Safe policies and those associated with it, and uphold the professional characteristics of adults working with children (e.g.
VIT; The Victorian Teaching Profession Code of Conduct.
)
Application Requirements Applicants are required to save their application using their full name as the document name.
Only one document should be submitted containing all relevant information e.g.
CV and responses to the Key Selection Criteria should be written together.
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 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 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.
ResponsibilitiesProvides routine support for teachers including assisting with planning of student routinesSupports communication between teachers and parentsCommunicates with teachers on routine matters related to students and/or other responsibilitiesProvides basic physical care and wellbeing support for students such as toileting, meals, and liftingCommunicating with student/s to support comprehension of basic tasks and informationAddresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedureProvides basic support and supervision for individuals or groups of up to 4 students within a classroom settingSupports 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 programsProvides medical intervention support to a student/s, under specific conditions, with appropriate training and guidanceProvides specialised communication support for students and teachers in areas such as AUSLAN and brailleWho 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.
It is our policy to provide reasonable adjustments for persons with a disability.
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:
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.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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