Teacher Aide

Selection Criteria 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. Demonstrated capacity to work and collaborate with others in a team environment. Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills. Possess the technical knowledge and expertise relevant to the position. Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area. A commitment to professional learning and growth for both self and others. Demonstrated commitment to providing quality learning experiences, within a culturally diverse community. Role Attendance requirement for this position. 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). 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. 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 students 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 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. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD). 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. 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 their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: 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: 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 Location Profile Wooranna Park Primary School is located within Dandenong North, situated in the south‑east corridor of Melbourne approximately 34 kilometres from the Melbourne Central Business District and close to the Monash Freeway. We are proud of our community, catering for a wide range of social, economic and cultural backgrounds. The current school population is 256 students with a Student Family Occupation and Education (SFOE) index of 0.5105, putting us in the high band. We are proud to serve a large proportion of students with language background other than English with 156 students speaking a language other than English at home. This is 60.7% of the student body. 104 of these students were born in Australia, but speak a language other than English at home. They represent 40.47% of the student body. 62 students speak Dari at home, 39.74% of our EAL student population. Next we have 11 students who speak Serbian, followed by 9 students who speak Vietnamese and 9 who speak Hazaraghi. In 2023 we collaborated as a community to update our school vision, mission and values. Our school’s vision states that we are striving to create a bright future for every learner. As such we are here to build the foundations for life, in an inclusive and welcoming learning environment, as stated in our mission. All members of our school community are expected to follow our school values of being Safe, Respectful and Responsible. These values form the pillars of our wellbeing and school‑wide positive behaviour approach to all interactions, empowering us all to Dream, Believe and Achieve as stated in our school’s motto. The school features two main school buildings, accommodating several learning spaces with a Building the Education Revolution (BER) gymnasium. Our school’s grounds embrace the beauty and benefits of natural settings, with spaces such as a cubby building area, a running track, various playgrounds and a boat integrated into the landscape to encourage imaginative play and a connection with nature. The school hosts a vegetable garden, connected to our strong focus on the sciences, the environment and sustainability, as part of our STEM program. In 2023 the school moved to a multi‑age class structure, for years one to six, enabling us to have 12 composite classes while also creating professional learning communities to cater for the individual learning and wellbeing needs of all students, through PLC improvement cycles, planning, assessment and implementation. Our specialist curriculum subjects include Japanese, Performing Arts, Physical Education, STEM and Visual Arts. The Professional Learning Community process has provided us with a collective focus on continuous improvement across the whole school, helping to strengthen the importance of research‑based frameworks and a documented curriculum that is cohesive and sequenced. Our students are supported by additional programs such as the Tutor Learning Initiative that identifies students needing support in Literacy and Mathematics. We also have had students participate in the Victorian High Abilities program in response to their NAPLAN assessments, enabling them to work with other students to share learning and ideas. Resources have also been mobilised to support students' wellbeing and mental health. The School Wide Positive Behaviour support (SWPBS) framework has helped to bring the school community together to promote a positive, safe, respectful, and responsible learning culture. In 2024 we have been excited to implement the URStrong program to foster a culture of kindness and empower students with essential friendship skills. To date this program has provided us with a common language to address friendship dynamics and build stronger, healthier relationships. We are also guided by the Be You framework to support students' and families mental health and wellbeing. In addition, students at Wooranna Park Primary School have opportunities to participate in athletics, swimming, cross country and gala days competing against other schools in our District Sports Association. Our school staff organise lunchtime clubs such as art, choir, games, dance, Koorie and chess just to name a few, enabling our students’ opportunities to show their talents and passions. Currently 19 students receive funding through the Program for Students with a Disability (PSD) and another 6 have recently received funding through the Disability Inclusion Profile process, with several other children having high inclusion needs. All our students are supported through our tiered model of intervention, and our team of Education Support staff, including an inclusion leader, school chaplain and occupational therapist, are second to none The teaching staff comprises a range of levels of experience from recently graduated teachers to highly experienced teaching practitioners who are ready to engage in school improvement. The school’s middle leaders are developing their capacity to lead the school forward to ensure we are providing students with the best possible learning outcomes for every student. All staff are registered with the Victorian Institute of Teaching (VIT) and Educational Support Staff have relevant qualifications and Working with Children Checks (WWCC), as required by the Department of Education for employment. The special school activities that engage our families are events such as our fortnightly assemblies, ANZAC day ceremony, arts show, Bunnings fundraising BBQ, book fair, book week parade, camps, Easter parade, excursions, golden assemblies, 100 days of Prep, STEM expo, mothers and fathers day events, storytelling afternoons, student led conferences, sporting events and clinics and our colour run, just to name a few We also aim to promote and engage with our current and potential community through an active school Facebook page. Village OSHC provides after‑hours school care in the Terry O’Connor Centre (TOC) Monday to Fridays each afternoon. There are plenty of opportunities for us to grow and develop this school together, creating a bright future for the children of the Dandenong North community. Please read about the aspirations we have for our community on our website: #J-18808-Ljbffr