Es1-2 Inclusion Aide

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 03/02/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1460947
Location ProfileMount Waverley Secondary College, established in 1964, provides a co-educational setting with a unique Junior Campus for Years 7 and 8 and a Senior Campus for Years 9 to 12.
The college, with enrolments of approximately 1800 students, is an established learning community recognized locally, nationally and internationally for transforming teaching and learning culture.
The college directs significant financial, personnel and resource investment to advance the curriculum, pedagogical and assessment repertoire of all teachers and to build leadership capacity that supports effective change.
Students have access to an extensive curriculum that offers an opportunity for enhancement and support, underpinned by the three drivers of community, choice, and engagement.
Students are selected for an enrichment class in Years 7 to 9 and university subjects are available at Year 12.
Students participate in enrichment programs which may include poetry competitions, interschool debating, mathematics competitions, National Chemistry Quiz, Science Talent Search, Da Vinci Decathlon, Australian Computer Competition, Tournament of Minds, ASX competition, SCRAM and World skills.
There is an expectation of academic excellence with frameworks in place to support students.
Literacy and numeracy intervention programs operate from Years 7 to 9.
Co-curricular programs include overseas Sister School exchanges, instrumental music, camps and excursions, drama or musical productions, careers and work experience programs, leadership forums, and robotics.
A choice of inter-school sports and special interest clubs including interschool debating, as well as attendance at special events such as the Formal Dinner, Valedictory Dinner, and Presentation Night, add to our vibrant community.
Mount Waverley Secondary College has an outstanding record of achievement.
It has an excellent reputation for providing an academic learning environment resulting in a high proportion of our students gaining entrance to tertiary education institutions.
The learning taking place in the flexible learning spaces at the Junior Campus is attracting significant local, national, and international interest and is producing enhanced levels of student learning and engagement.
Key Selection Criteria (KSC)KSC1: Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
KSC2: Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
KSC3: Capacity to work cooperatively with a range of people including teachers, education support, students, and parents.
KSC4: A commitment to professional learning and growth.
KSC5: Experience in working with students with challenging behaviours and learning difficulties, as well as the capacity to be flexible and adaptable.
KSC6: Proven experience of providing student support in an educational setting.
RoleAttendance is 9.00am to 3.00pm Monday to Friday.
Attendance is not required over the school holiday periods. 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 coordination 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.
ResponsibilitiesTo be able to work cooperatively as a member of a large team.
To be able to work with children with a wide range of disabilities.
Under the direction of and working with the Integration/ILN Coordinator and Student Wellbeing Manager:
Assist students on an individual or group basis in specific learning areas.Assist with the communication between students and teachers, particularly the interpretation of instructions.Provide basic physical and emotional care for students.Participate in team meetings.Assist with toileting, meals, lifting and administration of medication to students requiring special care.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 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.Attend school camps as required.Attend excursions as required.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 materials and supplies as required.Who May ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
It is our policy to provide reasonable adjustments for persons with a disability.
Child Safe StandardsVictorian 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.This vacancy is specifically linked to Student Support Funding and is ongoing.
If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks' notice.

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