Ed Support Level 1-Range 2 - Teachers Aide

Government schools; Melbourne; Sur place; AUD 60 000 - 75 000; Plein temps

Résumé du poste

Orchard Grove Primary School in Melbourne is seeking an Education Support Class position to assist teachers, support students, and coordinate routine tasks under supervision. The role emphasizes collaboration with staff, adherence to child safety policies, and supporting students with diverse needs.

Flexibility in hours and involvement in school programs is encouraged. The successful candidate will work under the direction of teaching staff, contribute to a positive learning environment, and

Qualifications

• Role involves assisting teachers and supporting students in a school environment.
• Ability to communicate and collaborate with a team is essential.

Responsabilités

• 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 students 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.

Description du poste

Orchard Grove Primary School is committed to providing a safe, nurturing environment that engages curiosity; promotes learning, personal growth, and wellbeing for all students; and strives to develop adaptability and resilience. We want our students to become valued members of the local and global communities and be prepared for future life experiences.

Our school community strives to offer excellence in all aspects of primary education, providing quality learning programs in all curriculum areas. We have a strong focus on Literacy and Numeracy, using a synthetic phonics approach to the teaching of literacy skills, and aligning ourselves with evidence-based approaches in our Instructional Models. Our Inquiry units are engaging and allow students to make real life connections, going deeper with the learning areas of interest aligned with the curriculum requirements. We strongly believe that we must teach students at their point of need and use assessments to ensure we support and extend as needed to help all our students achieve their personal best.

Our School Wide Positive Behaviour Supports, alongside our use of Zones of Regulation see us provide a positive and inclusive environment where all students can shine. As and when required we have comprehensive Individual Learning and Behavioural plans to ensure we support our students, working alongside the family and care teams as a valuable partner.

Our core values of Integrity, Respect, Valuing Diversity, Working Together, Fostering Growth and Resilience underpin the expected behaviours and attitudes of the students, staff, and school community.

We are particularly proud of our camping programs which offer excellent opportunities for participation by all our students. Our outstanding Visual Arts, Performing Arts/ Music, LOTE (Spanish), Physical Education, STEM and Library programs offer students a breadth of curriculum and experience. Our support programs, which include EAL, ensure all students are being assisted to achieve their best.

Parents and volunteers are a feature at Orchard Grove and many parents participate in the life of the school in a variety of ways.

All Orchard Grove Primary School personnel are responsible for supporting the safety, participation, wellbeing, and empowerment of children.

All staff, parent helpers, volunteers, tradespeople (employed on a regular basis) and School Council members of Orchard Grove Primary School are required to observe child safe principles and expectations for appropriate behaviour towards and in the company of children by:

• adhering to Orchard Grove Primary School's Child Safe Policy at all times
• taking all reasonable steps to protect children from abuse.
• treating everyone with respect
• listening and responding to the views and concerns of children, particularly if they are telling you that they or another child has been abused and/or are worried about their safety or the safety of another.
• promoting the cultural safety, participation, and empowerment of Indigenous children (for example, by never questioning an Indigenous child's self-identification)
• promoting the cultural safety, participation, and empowerment of children with culturally and/or linguistically diverse backgrounds (for example, by having a zero tolerance of discrimination)
• promoting the safety, participation, and empowerment of children with a disability (for example, during personal care activities)
• ensuring as far as practicable that adults are not left alone with a child.
• reporting any allegations of child abuse to Orchard Grove Primary School's Child Safety Officer (Michelle Ogilvie Principal), or to a member of the Leadership Team.
• The above-mentioned Child Safety Officer or member of the Leadership Team will ensure any allegation will be reported to the police or child protection.
• reporting any child safety concerns to Orchard Grove Primary School Child Safety Officer (Michelle Ogilvie Principal) / Leadership
• if an allegation of child abuse is made, ensure as quickly as possible that the child(ren) are safe.
• encouraging children to `have a say' and participate in all relevant organisational activities where possible, especially on issues that are important to them.

Location Profile

Orchard Grove Primary School is committed to providing a safe, nurturing environment that engages curiosity; promotes learning, personal growth, and wellbeing for all students; and strives to develop adaptability and resilience. We want our students to become valued members of the local and global communities and be prepared for future life experiences.

Our school community strives to offer excellence in all aspects of primary education, providing quality learning programs in all curriculum areas. We have a strong focus on Literacy and Numeracy, using a synthetic phonics approach to the teaching of literacy skills, and aligning ourselves with evidence-based approaches in our Instructional Models. Our Inquiry units are engaging and allow students to make real life connections, going deeper with the learning areas of interest aligned with the curriculum requirements. We strongly believe that we must teach students at their point of need and use assessments to ensure we support and extend as needed to help all our students achieve their personal best.

Our School Wide Positive Behaviour Supports, alongside our use of Zones of Regulation see us provide a positive and inclusive environment where all students can shine. As and when required we have comprehensive Individual Learning and Behavioural plans to ensure we support our students, working alongside the family and care teams as a valuable partner.

Our core values of Integrity, Respect, Valuing Diversity, Working Together, Fostering Growth and Resilience underpin the expected behaviours and attitudes of the students, staff, and school community.

We are particularly proud of our camping programs which offer excellent opportunities for participation by all our students. Our outstanding Visual Arts, Performing Arts/ Music, LOTE (Spanish), Physical Education, STEM and Library programs offer students a breadth of curriculum and experience. Our support programs, which include EAL, ensure all students are being assisted to achieve their best.

Parents and volunteers are a feature at Orchard Grove and many parents participate in the life of the school in a variety of ways.

All Orchard Grove Primary School personnel are responsible for supporting the safety, participation, wellbeing, and empowerment of children.

All staff, parent helpers, volunteers, tradespeople (employed on a regular basis) and School Council members of Orchard Grove Primary School are required to observe child safe principles and expectations for appropriate behaviour towards and in the company of children by:

• adhering to Orchard Grove Primary School's Child Safe Policy at all times
• taking all reasonable steps to protect children from abuse.
• treating everyone with respect
• listening and responding to the views and concerns of children, particularly if they are telling you that they or another child has been abused and/or are worried about their safety or the safety of another.
• promoting the cultural safety, participation, and empowerment of Indigenous children (for example, by never questioning an Indigenous child's self-identification)
• promoting the cultural safety, participation, and empowerment of children with culturally and/or linguistically diverse backgrounds (for example, by having a zero tolerance of discrimination)
• promoting the safety, participation, and empowerment of children with a disability (for example, during personal care activities)
• ensuring as far as practicable that adults are not left alone with a child.
• reporting any allegations of child abuse to Orchard Grove Primary School's Child Safety Officer (Michelle Ogilvie Principal), or to a member of the Leadership Team.
• The above-mentioned Child Safety Officer or member of the Leadership Team will ensure any allegation will be reported to the police or child protection.
• reporting any child safety concerns to Orchard Grove Primary School Child Safety Officer (Michelle Ogilvie Principal) / Leadership
• if an allegation of child abuse is made, ensure as quickly as possible that the child(ren) are safe.
• encouraging children to `have a say' and participate in all relevant organisational activities where possible, especially on issues that are important to them.

Selection Criteria

Please ensure that you address each of the SELECTION CRITERIA in your application.

A minimum of 2 referees is essential.

SC1 Demonstrated capacity to perform duties as directed by the classroom teacher.

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 A commitment to professional learning and growth for both self and others.

Role

Flexibility is very important in this role as the hours may be spread over several days.

Ability to converse in Spanish would be an advantage.

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, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

Responsibilities may include:

• 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 fulfil the specific requirements of the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

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

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