Teacher Aide-Classroom Support

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 28/01/2025 - 19/12/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1457127
Job posted: 05/12/2024
Closes: 18/12/2024
Occupation: Teacher
Job duration: From 28/01/2025 - 19/12/2025
Contact: Jenni Hodgins |
Reference: 1457127
Occupation: Teacher
Salary Range: Salary not specified
Work location: Melbourne | Southern Metropolitan
Selection CriteriaPlease note: This is a Monday - Friday position SC1 Demonstratedcapacity 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.
RoleAn 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.
ResponsibilitiesProvides routine support for teachers including assisting with planning of student routinesSupports communication between teachers and parentsCommunicates with teachers on routine matters related to students and/or other responsibilitiesProvides basic physical care and wellbeing support for students such as toileting, meals, and liftingCommunicating with student/s to support comprehension of basic tasks and informationAddresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedureProvides basic support and supervision for individuals or groups of up to 4 students within a classroom settingSupports 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 programsProvides medical intervention support to a student/s, under specific conditions, with appropriate training and guidanceProvides specialised communication support for students and teachers in areas such as AUSLAN and brailleWho 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 (seeWorkplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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.Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Location ProfileMount Erin College is a high performing school located in Frankston South, on a beautiful 15-hectare bushland setting.
Learning is our priority and the College is dedicated to the success of every child.
Teaching staff are skilled and innovative professionals focused on teaching and learning.
They work hard to support every student to reach their potential; and to build those critical personal attributes of motivation, confidence, self-belief and resilience.
MEC prepares students for the challenges of a rapidly changing world building opportunities for collaborative work and problem solving while encouraging curiosity, independence and reflection.

Mount Erin College operates in a vertical House Structure where students (Year 7-12) and staff are allocated into one of the four houses where student engagement and wellbeing can be maximized so learning can be maximised.
This structure fosters the development of strong relationships for the duration of a student¿s journey through the College.
Involvement of parents in the learning journey and maintaining ongoing open lines of communication are priorities that the College encourages in order to provide the best support for our young people.
SWPBS, based on the foundations of the Mount Erin College values of Respect, Responsibility and Resilience, underpins the College¿s student engagement philosophy and staff set high expectations for student behaviour.
Mount Erin College offers a wide range of programs to cater for diverse student interests and passions, including a comprehensive Sport program for high achieving athletes, Arts prgrams for students who are passionate about the performing and visual arts, and a rich and comprehensive range of subjects and electives across the middle and senior years.
The College boasts a wide-ranging senior program, offering both VCE and VM as well as VET.
Our students continue to achieve excellent VCE results and are able to take advantage of the many well-established partnerships with Universities that enable access to many exciting tertiary pathways.

The College has stunning infrastructure that provide state of the art facilities across a wide range of specialist areas including, Science, IT, Art, Design and Technology.
The wonderful auditorium supports a thriving Performing Arts program.
The architectural design has been informed by the latest in educational research on best practice in teaching and learning.
Technology underpins the learning in all areas and the augmented sound system ensures our Deaf and Hard of Hearing students are well supported.
A competition grade hockey field and new gymnasium with purpose-built classrooms providing exceptional facilities for our sporting precinct which supports the high-level sporting program in the College.

Mount Erin College provides individualised support for Deaf and hearing-impaired students in mainstream classes across all year levels.
Staff in our Deaf Education Centre work closely with classroom teachers to provide an inclusive program for students across all year levels.
We are the only government secondary school in the South Eastern region that provides support for these students by highly trained staff.

The College has established outstanding community links with the Village Baxter providing many enriching opportunities for our students in terms of community service and building pathways opportunities.
The Student Agency and Leadership Team (SALT), our student leadership program, develops the leadership skills and builds the capacity of our young people to have a voice in their community.
We value this highly as our vision of success for young people involves them being actively involved in understanding and shaping their communities.
Virtual Tours available on our College Website.
Part time / From 28/01/2025 - 19/12/2025
Job classification:Contact:Jenni Hodgins |
To apply for this role, you will be redirected to the Schools (Government) job application system.
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