Teacher Aide

Location: Melbourne | Southern Metropolitan

Job type: Part time / From 28/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1461103

Job posted: 06/01/2025

Closes: 19/01/2025

Job duration: From 28/01/2025

Contact: Kristy Miller | 0439 480 441

Location Profile Clyde North Primary School (interim name) has officially been renamed Turrun Primary School.

Turrun Primary School will be a newly established primary school located within the heart of Berwick Waters Estate, Clyde North, Victoria, Australia.
Opening our doors in 2025, our school is determined to provide a nurturing and stimulating learning environment where every student can flourish academically, socially, and emotionally.
The school caters for students from Prep to Grade 6 with a built capacity of 900 students.

Situated amidst the picturesque landscapes of Berwick Waters Estate, our campus will feature modern facilities designed to enhance the learning experience.
Spacious classrooms equipped with cutting-edge technology, versatile outdoor spaces, and state-of the-art amenities create an environment conducive to exploration, creativity, and growth.

At the heart of Turrun Primary School will be a strong sense of community and collaboration.
We believe in the importance of forging partnerships between home, school, and the wider community to support student success and wellbeing.
Through open communication, parent involvement, and community engagement initiatives, we strive to create a supportive and inclusive school environment where every member feels valued and empowered to contribute positively to society.

Our school will be culturally diverse with a portion of families having a language background other than English (LOTE), with the largest LOTE groups being Punjabi, Sinhalese and Hazaraghi.
The school will also have strong representation from the Koorie community.

At Turrun Primary School, our educational approach will be grounded in evidenced-based teaching and learning practices.
Aligned with the Victorian Curriculum standards, our programs will be designed to maximize student achievement and engagement across all subject areas.
Through a combination of research-backed instructional strategies, formative assessment methods, and differentiated instruction, we will strive to meet the diverse needs and interests of our students, fostering a love for learning that extends beyond the classroom.

We recognise the importance of holistic development and will prioritise student wellbeing as a fundamental aspect of our school culture.
Through dedicated pastoral care programs, social-emotional learning initiatives, and access to support services, we will be committed to nurturing the physical, mental, and emotional health of every student.
Our goal is to create a safe, inclusive, and supportive environment where students feel valued, respected, and empowered to thrive.

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 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.

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. 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 coordination, 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 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.

EEO AND OHS Commitment 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.

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.

To apply for this role, you will be redirected to the Schools (Government) job application system.

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