Teacher Aide Special School

Location: North East Region | Shepparton
Job type: Part time / From 28/01/2025 - 19/12/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1460448
Job posted: 20/12/2024
Closes: 02/01/2025
Location ProfileCobram and District Specialist School was established in 1978 in Cobram, located on the Murray River, 280 kilometres from Melbourne.
The school's vision is to provide positive learning experiences, which allow students to achieve their optimum level of academic, social, emotional and physical independence.
The school aims to ensure that its values of Respect, Safety and Try Your Best underpin all activity of the school.
The school has made a concerted effort towards developing a whole-school approach to Behaviour Management through the implementation of Positive Behaviour Support.
School values are taught explicitly on a weekly basis, through the Positive Behaviour Support program.
Sixty two students are enrolled at the school.
To be eligible to attend the school, students are assessed by a psychologist and diagnosed with an Intellectual Disability.
Each child has an Individual Learning Plan, which is based on the goals set in the Student Support Group meetings.
The school's curriculum supports achievement at different stages of learning as defined by the Victorian Curriculum.
The Victorian Curriculum is complemented by a range of additional learning experiences including speech therapy, occupational therapy, excursions, camps, community and environmental projects.
Students are organised into nine classrooms, each catering for students of different age or need.
The school's facilities include nine classrooms, art room, sensory room and a multipurpose facility, which includes a separate kitchen.
Students have access to ICT with students in the middle and senior years having one-on-one computer/iPad access.
The school's external facilities include playground equipment and an asphalt open play area.
The school is adjacent to Cobram Primary School.
Due to the small outside area, we have use of Cobram Primary School's oval and playground.
There are six full time and five part time teachers and eighteen education support staff.
Teachers and education support staff work together with health experts to plan and implement programs.
A speech pathologist visits the school once a fortnight, and a physiotherapist once a term.
A Mental Health Practitioner is available at the school two days per week and she also fulfills an occupational therapy role for all students.
The school employs a Disability Inclusion Co-ordinator as well as a Welfare/Transitions Officer who has also taken on the position of NDIS Navigator to assist parents with this process.
The School Council oversees the governance of the school and ensures the teachers have the resources and facilities to provide quality educational programs for the students.
The senior unit is divided into VPC/VET and Independent Living Skills (SPEC).
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 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 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 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 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.
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.
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