Integration Teacher Aide

Victorian Government; Melbourne; On-site; AUD 52,000 - 68,000; Full time

Job summary

Hampton Park Primary School in Melbourne’s southern suburbs seeks an Education Support Class role applicant to assist teachers, coordinate aides, and support student wellbeing.

Attendance is 8:50am–3:20pm, Monday to Friday. The role involves collaboration with staff, rostering responsibilities, and providing basic health and wellbeing support to students as part of a dynamic learning community.

Qualifications

• Ability to coordinate and support others in respect to specific work functions
• Ability to work and collaborate with others in a team environment
• Demonstrated capacity to communicate effectively orally and in writing
• Possess the technical knowledge and expertise relevant to the position
• Commitment to professional learning and growth for self and others
• Experience with coordinating support tasks and rostering in an educational setting

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
• Provides basic physical care and wellbeing support for students such as toileting, meals and lifting
• Co-ordinates the work of aide staff under direction and supports educational programs
• Assists teachers with planning and rostering of support tasks and programs
• Provides medical intervention support when trained and under guidance
• Offers specialised communication support for students and staff (AUSLAN and braille)

Skills

Coordination

Team collaboration

Effective communication

Technical knowledge

Professional learning

Education

Education support qualification

Job description

Occupation: Education and training

Location: Melbourne - Southern suburbs

Reference: 1548628

Location Profile

Hampton Park Primary School is a dynamic and inclusive learning community located in the heart of Hampton Park. With a rich history spanning over 100 years, our school continues to evolve to meet the needs of our diverse and growing community. We are committed to providing high-quality education in a safe, engaging, and supportive environment where every child can thrive. Our culturally and linguistically diverse community is a strength, and we value the rich experiences and perspectives our families bring to our school.

Is HAMPTON PARK PRIMARY the right school for you?

We encourage you to take a tour of our school, as it provides the best opportunity to experience our environment, meet staff, and determine if it¿s the right fit for you. To make arrangements, contact the school on [e-mail] or 9799 1440.

Our Vision & Values

At Hampton Park Primary, we believe that education is the foundation for a bright future. Our vision is to empower lifelong learners who contribute to and thrive in an inclusive and connected community.

Guided by our values of Respect, Responsibility, and Resilience, we instil in students the skills and mindset needed to succeed in school and beyond. These values are embedded in our teaching, learning, and interactions every day.

Our Approach to Learning
We are committed to evidence-based teaching practices that cater to diverse learning needs. Our English program is informed by Science of Reading, ensuring that all students develop strong literacy skills through a structured, systematic approach. We prioritise whole-class explicit teaching, with a focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Our structured English and Mathematics models ensure all students build strong foundational skills, while our specialist programs in STEM, Visual and Performing Arts, Health & Physical Education, and Mandarin provide rich and engaging learning opportunities.

Beyond the classroom, our students participate in intervention and enrichment programs that support individual growth as well as a range of lunchtime clubs, leadership opportunities, and community initiatives.

A School Where Wellbeing Matters

Student wellbeing is central to everything we do. We have:

• A dedicated Wellbeing Hub, part time school psychologist, occupational therapist & speech pathologist, and social-emotional learning programs to support students.
• A termly focus on explicitly teaching and reinforcing our shared expectations and values to support positive behaviour and wellbeing.
• Lunchtime clubs, Breakfast Club, and structured play programs to foster connection and engagement.

Our Team & Professional Learning Culture

Our staff are collaborative, reflective, and driven by a shared commitment to excellence. We foster a professional learning cycle of Learn, Plan, Commit, and Reflect, ensuring continuous growth and improvement.

We are looking for educators who:

• Are committed to evidence-based teaching and learning.
• Value teamwork, shared leadership, and a strong sense of community.
• Are passionate about making a real difference in the lives of students.

Key Improvement Strategies

In Term 4 2023 we had our last review and we are currently in our second Annual Implementation Plan. Our focus is on:

Establish a culture of high expectations through shared accountability, consistency of practice and rigour.

Develop instructional leadership capabilities to improve pedagogical practices and data literacy.

Build the curriculum and assessment capabilities of staff to effectively differentiate learning for all students.

Embed newly redefined whole school purpose, vision and values.

Establish and embed a school-wide approach to social and emotional learning.

Enhance opportunities for agency, advocacy and ensure equity and inclusion.

Build a school-wide approach to supporting students requiring reasonable adjustments.

Join Our Journey

Hampton Park Primary School is a school with a proud history and an exciting future. If you are looking for a place where you can collaborate, grow, and have a meaningful impact, we could be the perfect fit for you.

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 is 8:50am - 3:20pm, Monday to Friday.

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 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:

Attendance is 8:50am - 3:20pm, Monday to Friday.

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

Applications close Wednesday 28 October 2026 at 11.59pm