Teacher Aide

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 Commitment

Applicants 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 marrung@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Conditions of Employment

• 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

School Vision

We believe that every student who comes to The Patch Primary School is unique, capable of learning and able to develop the skills to be a thoughtful, positive and compassionate member of the community. We will encourage our students to build on their strengths, overcome their challenges, extend their creativity and develop an ethical system based on respect, responsibility and resilience.

School Mission

At The Patch Primary School, our fundamental purpose is to work with our community to provide innovative learning that encourages excellence, strengthens self¿belief, supports deep creative thinking, recognises and accepts diversity, develops compassion, respects the environment and gives all students the choices to fully participate in a sustainable global future.

Through our purpose, we develop reflective and independent learners for life. We believe that effective learning occurs when outstanding and innovative teaching environments provide a variety of tasks that actively engage students who are encouraged to take responsibility for their own learning.

QUALITIES

To achieve our vision we believe that the following qualities should be encouraged in students:

a sense of identity based on an understanding of themselves, their families and their community

a sense of integrity based on a personal ethical system that includes consistently treating others in an honest, compassionate and cooperative way

a sense of community based on connecting with others, understanding diversity and on respect for the rights and views of others

a sense of determination based on being challenged, thinking creatively and critically, having a positive approach to learning and being confident and resilient enough to take risks and learn from both mistakes and successes.

Underlying The Patch Primary School Codes of Conduct is the belief that as a community we are united by our common desire to provide a learning environment that meets the needs of all students. In recognizing this all members of our school will respect the rights and views of others.

LOCATION AND FACILITIES

Located close to Monbulk and Kallista in the Dandenong Ranges east of Melbourne, The Patch Primary School is situated in an unsurpassed rural environment. The school has extensive playing fields, basketball court, imaginative and creative playing areas and a wide range of play equipment. The school has a wetlands and a large outdoor environment for nature-based learning that has been designed and created by the students and school community.

The school buildings consist of an architecturally designed core unit, a variety of classrooms, two BER classroom pods, a designated music room and art room and a school Hall. All teaching areas are air conditioned.

DEMOGRAPHICS

The school has developed an excellent reputation within the broader community and as a result enrolments have increased steadily over the years to the current enrolment of just over 290 students.

OTHER FACTORS

The focus at The Patch Primary School is on the Thinking Curriculum, Social Competencies and the development of improved curriculum planning and implementation.

The school has taken the initiative of developing innovative programs in Indigenous education, philosophy and STEM. These valuable programs intertwine with other parts of the curriculum to reinforce their teachings.

Forward thinking has enabled the school and kindergarten to be together on the one site and situated within the main school building. The kindergarten, which is managed by EV, provides 3 and 4 year old Kindergarten. The close working relationship between the school and kindergarten ensures a most effective and comfortable transition from pre-school to school. A new program called Forest Classroom brings together children in grade 5 and the 4 year old kinder children to learn together about the world around them and to provide a meaningful component to the transition program.

A Computer Network System has been established, providing all classrooms and specialist areas access to multi-media programs, email and the Internet. This enables more effective communication and access to information.

An Out of Hours School Care Program ran by OSHClub caters for the needs of children before and after school and on pupil free days. The Program provides excellent supervision and stimulating activities.

The school community recognises the dedication and professionalism of the staff and has a strong commitment to on-going professional development. A strong emphasis is placed on the home-school partnership. Parent participation is strongly encouraged. Parents contribute directly to learning programs as well as assisting with School Council, working bees, uniform shop, sport and excursions.

Effective communication between teachers and parents is facilitated through newsletters, SMS, Compass, our school website, information evenings, school ceremonies, parent teacher interviews and reports on student progress.

Achievement levels at The Patch Primary School are high due to the quality of staff and the support and involvement of parents. Parents appreciate the fact that their children will be respected as individuals and allowed to be children, growing at their own pace in a safe and stimulating environment.