Teacher Aide - Special School

Department of Education Victoria; Beaconsfield; On-site; CAD 30,000 - 60,000; Full time

Job summary

A regional education department in Canada seeks an Education Support Class position. The role involves providing support to teachers, assisting with student supervision, and ensuring communication with parents. Candidates should demonstrate collaboration abilities and effective communication skills. The department values diversity and is committed to creating an inclusive environment. This is a unique opportunity to contribute to the educational landscape and support a diverse range of students. Join us in making a difference in education.

Qualifications

• Demonstrated capacity to perform duties consistent with established guidelines.
• Ability to work collaboratively in a team environment.
• High-level oral and written communication skills.

Responsibilities

• Provide routine support for teachers assisting in planning.
• Communicate effectively with teachers and parents.
• Support individual and group student supervision.

Skills

Collaboration

Effective communication

Technical knowledge

Education

Relevant education qualification

Job description

About the School

Department of Education Victoria – Beaconsfield WA

Croxton School is a Department of Education & Training Special School located in Beaconsfield Parade, Northcote with additional campuses at Thornbury Primary School and Thornbury Learning Centre.

Croxton School caters for students aged from 5 to 18 years and has a current enrolment of 130 students.

Croxton School provides a learning environment which is safe, secure, challenging and above all success‑oriented. The individuality of all students is highly valued and programmes are designed to meet demonstrated needs and interests.

The school actively supports a policy of inclusion by facilitating student access to neighbouring mainstream primary schools and secondary colleges. The curriculum and organisational structure aims to prepare students for further education, independent living and employment.

Enrolment at Croxton School is based on a child's educational needs and a recommendation of eligibility from a registered psychologist. This does not preclude other diagnoses such as Autism Spectrum; they must be assessed as having a full scale IQ below 70.

Croxton School is unique within Victorian Special Education, offering a wide choice of educational options and pathways.

We acknowledge the Traditional Custodians of the Wurundjeri land on which our school stands.

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 within 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 programme.

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).

Key functions of the role may include:

• Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, for example 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 programme, 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 (for example 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.
• 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

• 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.
• Communicates 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 programmes 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 programmes.
• 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).

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 our legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department’s exemplar available at: 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: Department Values

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 Human Resources.