Integration Aide

Victorian Government; Shire of Baw Baw; On-site; AUD 52,000 - 72,000; Full time

Job summary

Drouin Primary School in Gippsland, Victoria is seeking an Education Support class employee to perform duties under supervision, coordinating and supporting other staff within the work area and educational program.

The position involves assisting teachers, undertaking specific support tasks, and potentially coordinating the support function while maintaining compliance with school policies. Commitment to ongoing professional learning is emphasized.

Qualifications

• 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.
• Demonstrated capacity to work and collaborate with others in a team environment.
• Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
• Possess the technical knowledge and expertise relevant to the position.
• Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
• A commitment to professional learning and growth for both self and others.

Responsibilities

• Carry out allocated activities and tasks determined by the school consistent with role description.
• Participate in planning and preparation with teachers on a regular basis.
• Participate in professional learning activities provided through this initiative.
• Participate in the ongoing evaluation of this initiative.

Skills

Teamwork

Communication

Coordination

Professional learning

Education

Education support qualifications

Job description

Occupation: Education and training

Location: Gippsland - Baw Baw

Reference: 1548781

Location Profile

Drouin Primary School, established in 1877, is located on Princes Way in the growing Gippsland township of Drouin, approximately 100 kilometres east of Melbourne. As a long-standing and highly regarded educational institution, the school remains a central and valued part of the local community. With enrolments projected at approximately 420 students in 2027, Drouin Primary School is expected to experience steady growth as new families join the area.

The school has recently undergone a major capital works program, significantly enhancing its learning environment. This redevelopment includes a new administration building and staffroom, a full competition-sized gymnasium with canteen, and a modern classroom block comprising 16 classrooms, staff workspaces, specialist music and performing arts rooms, withdrawal spaces and flexible open learning areas. Additional onsite facilities include a further nine classrooms with art and collaborative spaces, five Mod 5 buildings, a double-storey Mod 10 building and a heritage-listed building which has been partly renovated now operating as the school¿s Welfare Hub. Extensive outdoor facilities include large grassed playing fields, multiple playgrounds catering for active and passive play, a sensory playground, an inclusive playground, a central multi-marked courtyard, an undercover ¿ basketball court and a full-sized outdoor court.

Drouin Primary School serves a diverse community representing a broad range of socio-economic backgrounds. The school has a Student Family Occupation (SFO) index of 0.4700, with a significant proportion of families accessing Camps, Sports and Excursions Fund support. The majority of students reside locally or in surrounding rural areas, with some travelling by bus and others commuting with families who work in Melbourne.

Drouin Primary School is well positioned for its next phase of development, with a clear focus on building instructional capacity, strengthening shared values and embedding rigorous, sustainable improvement practices across the school.

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

[Attendance requirement for this position]

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

• Carry out allocated activities and tasks determined by the school consistent with role description.
• Participate in planning and preparation with teachers on a regular basis.
• Participate in professional learning activities provided through this initiative.
• Participate in the ongoing evaluation of this initiative.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill 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 (see Workplace 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 [e-mail]

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:

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:

• 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.

Applications close Thursday 29 October 2026 at 11.59pm