Inclusion Aide

Alkira is a Wurundjeri word meaning Big Sky. It was chosen to highlight the place of our learning high on a hill and also the wide and endless opportunities that we make available to our school community.
The school continues to be a school of choice in the local area forcing us to manage extreme enrolment growth and transition of students across all year levels reflecting a shift in demographics and diversity of our surrounding community. This year the school enrolments have peaked at 1935 FTE enrolments, not including a number of International students and part-time students enrolled in online or offsite programs. Our SFOE index is Medium at 0.4337. Our school is highly multicultural with 30% of students being born overseas. Enrolments also include Aboriginal students, EAL students, and NCCD students.
The School vision and statement of purpose and core values from day one recognised our responsibility to provide a personalised education for every child in our emerging community.
To ensure we maintain our sense of community and strong relationships, our school is broken up into sub schools and is also emerging into a senior, middle and junior school. This schools within school (SWIS) model helps to ensure every student is known and their personal, educational, and social needs are monitored, managed and supported by a staff of over 200. Pastoral Care is a significant aspect of the SWIS model and further supports the notion of securing the entitlements of all students. Pastoral Care has a focus on developing student learning experiences with the notion that the PC teacher and sub school support team continues to plan for student improvement.
We have embraced 21C learning and developed a range of programs and resources to promote independent learning and improved student achievement. All students bring their own device (BYOD) and work within a dedicated Learning Management system (Compass) while having access to other blended learning resources.
Our dynamic curriculum and teaching and learning programs are supported through Professional Learning Communities and focused professional development and coaching. The College has an agreed model of instruction that supports High Impact Teaching strategies.
An orderly learning environment is created by high and consistent expectations that are guided and supported by our College non-negotiables. Our agreed behaviour management processes support a student's right to a safe and secure learning environment, and a teacher's right to direct and establish such an environment. The program is very successful as it focuses on students' work and provides an opportunity for reflection and involves a restorative process.
Our school is dedicated to fostering an inclusive and supportive environment for all students. We adhere to the principles of the Berry Street Education Model and The Resilience Project, which emphasize trauma-informed education, resilience, and emotional well-being. Our commitment extends to being ahead of the curve in supporting students with disabilities, ensuring they have access to tailored resources and opportunities for success. We also provide robust support for Koori students, honouring their cultural heritage and promoting educational equity. Additionally, we offer comprehensive assistance to students in out-of-home care, recognizing their unique challenges and providing stability and encouragement. Through these initiatives, we create a nurturing and equitable community where every learner can thrive.
Our teachers are expected to contribute to wider non-curricular programs and support and celebrate our student's achievements. We run a system of providing coursework support and extra learning opportunities outside our regular timetable.
Pathway programs are established in years 10-12 and include opportunities for students to be involved in VCE and supplement their programs with a VET program in their chosen vocational area.
We have developed an extensive international partnership or network of sister schools in China and India, international PD, exchange, and global collaborative projects are encouraged within our curriculum and teaching programs.
Alkira a great place to work.
Selection CriteriaSC1: 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.
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 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 specialized 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 judgments 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, specialized 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 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 organizing 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 a student/s, under specific conditions, with appropriate training and guidance.Provides specialized communication support for students and teachers in areas such as AUSLAN and braille.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.
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.
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.Please ensure that your application includes: A resume including relevant experience as well as personal details (name, address and contact numbers, business and home).A section addressing the selection criteria and the requirements for application under the Who May Apply section.Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of EmploymentThis 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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