Special School Teacher Aide

Victorian Government; Greater Shepparton; On-site; AUD 50,000 - 60,000; Full time

Job summary

Victorian Government is seeking an Education Support role based in Cobram with responsibilities for assisting teachers, coordinating routines and supporting student wellbeing. The position involves collaboration with the school team to implement educational programs and maintain student support services.

The role operates under supervision and aligns with school policies, focusing on delivering routine care and coordinated assistance to a diverse student group within a specialist setting.

Qualifications

• Demonstrated capacity to work and collaborate in a team environment.
• Excellent oral and written communication skills.
• Ability to apply guidelines and school policies to day-to-day tasks.
• Willingness to support teachers and staff under supervision.

Responsibilities

• Provide routine support for teachers and assist with planning student routines.
• Support communication between teachers and parents.
• Communicate with teachers on routine matters related to students and responsibilities.
• Provide basic physical care and wellbeing support for students (toileting, meals, lifting).
• Assist in coordinating educational programs and rostering tasks for a team of aides.
• Support health and wellbeing and, where needed, medical intervention tasks under guidance.
• Assist with specialised communication support (e.g., AUSLAN, braille).

Skills

Teamwork

Communication

Ability to follow guidelines

Coordination

Job description

Occupation: Education and training

Location: Hume - Greater Shepparton

Reference: 1547556

Location Profile

Cobram and District Specialist School was established in 1978 and is located in Cobram on the Murray River, approximately 280 kilometres north of Melbourne. The school is a dual-mode specialist setting providing educational programs for students aged five to eighteen years with a diagnosed intellectual disability. The school¿s catchment area extends from Yarrawonga to Katunga and across the New South Wales border to Finley.

The school is committed to delivering positive and engaging learning experiences that support each student to achieve their optimal level of academic, social, emotional, and physical independence. The core values of Respect, Safety, and Try Your Best underpin all aspects of school life. A whole-school approach to behaviour management is embedded through the implementation of Positive Behaviour Support (PBS). Within this framework, school values and expected behaviours are explicitly and systematically taught each week to promote safe, supportive, and productive learning environments.

The school currently enrols seventy-one students on a full-time basis. Eligibility for enrolment requires assessment by a registered psychologist and confirmation of an intellectual disability diagnosis. Each student has an Individual Education Plan (IEP), with goals collaboratively developed through Student Support Group (SSG) meetings involving parents, carers, and staff. The curriculum is aligned with the Victorian Curriculum Levels A¿D and F¿10, ensuring differentiated pathways to meet diverse learning needs.

The leadership team comprises the Principal, Assistant Principal, and two Learning Specialists. Staffing includes seven full-time teachers, nine part-time teachers, twenty-five Education Support staff, a Business Manager, and an Office staff. Teachers work collaboratively with allied health professionals to design and implement high-quality, evidence-informed educational programs. The school employs a full-time Occupational Therapist, who also undertakes the role of Mental Health Practitioner for two days per week.

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

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:

• 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 Sunday 25 October 2026 at 11.59pm