Teachers Assistant

Department of Education Victoria; Melbourne; On-site; AUD 50,000 - 60,000; Full time

Job summary

Western Autistic School in Laverton, operated by the Department of Education Victoria, seeks an Education Support Class staff member to assist teachers and support autistic students across Prep to Year 3. The role is under supervision and may coordinate other support staff in line with school policy.

You will provide basic care, support transitions and engage in team meetings, while helping prepare teaching resources and ensuring a safe, inclusive learning environment.

Qualifications

• Demonstrated ability to coordinate and support others within relevant duties.
• Ability to provide physical and emotional support for autistic students.
• Ability to implement positive behaviour support strategies.
• Capacity to work cooperatively with teachers, leaders, support staff, students and parents.
• Commitment to professional learning and growth.

Responsibilities

• Assist students individually or in small groups in learning areas.
• Assist students to communicate their needs.
• Provide basic physical and emotional care for students.
• Participate in team meetings.
• Assist with supervision of pupils in playgrounds, camps and excursions.
• Assist in preparing teaching resources and equipment.
• Observe students and alert the teacher as needed.
• Monitor and evaluate programs and student involvement.
• Assist in preparation and service of meals.
• Maintain clean, ready-to-use work areas and materials.
• Assist in purchasing of materials and supplies as required.

Skills

Communication

Collaboration

Supporting care

Education

Education support certification

Job description

Department of Education Victoria – Laverton VIC

2d ago , from Department of Education & Training Victoria

Western Autistic School's vision is to provide a dedicated school for students with autism.

At Western Autistic School, we envision a nurturing environment for autistic students in grades Prep to Year 3. Through personalized support and collaborative teaching, we empower each child to thrive socially and academically. Our community celebrates diversity and fosters a commitment to building a strong educational foundation for our students that encourages lifelong learning and achievement.

Our school demonstrates commitment to the following values:

• Learning as an ongoing process
• Sharing and growth of knowledge

School Profile

The Western Autistic School is a large, vibrant and unique school in the western suburbs of Melbourne. We offer an early years program for 300+ young children with Autism Spectrum Disorder in Prep to Grades 3.

Our school caters to autistic students, and synthesises an evidence base drawn from student‑centred, strengths‑based approaches and contemporary research from the fields of autism and inclusive education to develop Individual Learning Programs for each student.

Key Features of Our Program

• The individual student is the focus of our teaching
• Each student is provided with an Individual Learning Plan, in collaboration between the student, their family and the teaching team
• An emphasis on building foundational skills in social communication and functional areas, alongside academic skills particularly in the areas of literacy and numeracy
• Small classes of approximately eight students with a teaching team consisting of teachers, education support staff and allied health professionals
• Individualised transition program for children to move on to their local neighbourhood school

As part of our school's mission, WAS is actively involved in research and training. It has a registered training provider The Autism Teaching Institute (ATI) which provides post graduate qualifications to educators working with autistic students.

Further information about WAS and its branches is available at:

www.autismteachinginstitute.org.au

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 ability to:

1. Provide physicalcare and emotional support for autistic students.
2. Facilitate students engagement with play and learning tasks/programs as directed by class teacher/s.
3. Implement positive behaviour support strategies relating to individual students within classroom, playgrounds and other school environments.

SC3

Possess the technicalknowledge and expertise relevant to the position.

SC4

Demonstrated capacity to work cooperatively with a range of people including leaders, teachers, education support staff, students and parents.

SC5

A commitment to professional learning and growthfor 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, specialised student‑teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

This position may be across various classrooms covering absences. Assist students on an individual or group basis in specific learning areas.

• Assist students to communicate their needs.
• Provide basic physical and emotional care for students.
• Participate in team meetings.
• Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
• Assist in the preparation of student resources and equipment set up.
• Prepare basic curriculum support resources.
• Set up and put away equipment and materials in support of teaching programs.
• Observe students and draw the attention of the teacher to them where necessary.
• Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
• Assist students with the preparation and service of meals.
• Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
• Assist in the preparation of equipment and purchasing of materials and supplies as required

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*******@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 about the department values is available at:

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

Other Information

• A written response to each of the Selection Criteria is mandatory.
• Up to three referees who are able to comment on your application in relation to the Selection Criteria.
• Referees other than those nominated may be contacted by the Panel.
• This position is based at Western Autistic School - 1 Burnley Street, Laverton
• This position is 5 days a week and may be covering daily absences

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