Integration Aide

Department of Education Victoria – Hoppers Crossing VIC1d ago , from Department of Education & Training Victoria All education support staff employed at The Grange P-12 College may be asked to work across both our Deloraine and Callistemon Campuses as part of their role. The Grange P-12 College is a multi-campus school located in Hoppers Crossing in the outer Western Suburbs of Melbourne in the growth corridor of the City of Wyndham. The College is culturally diverse, with our students coming from 58 countries and speaking over 60 languages. All teaching staff are members of a Professional Learning Community who work collectively to develop curriculum and analyse data to ensure work is at an appropriate level for all students. Our focus is to ensure each student is successful at school and is able to complete Year 12, progressing to their chosen pathway in either tertiary study, training or full‑time work. Our Sports Science Academy Program specialises in Rugby, Netball, Volleyball, Cricket and Gymnastics. This program operates from Year 4 onwards with pathway partnerships around Sport Science and tertiary institutions. Our STEM Academy is a multidisciplinary, accelerated learning program that integrates Science, Technology, Engineering and Mathematics, with a strong emphasis on real‑world applications and hands‑on, problem‑based learning. The Grange P-12 College offers smooth transitions through the various stages of schooling: P‑4; 5‑8 and 9‑12. Students moving into Prep are immersed in a strong transition program, providing a seamless orientation program into school from kindergarten, day care or home. All students have access to a well‑resourced pathways program from Year 4. A range of intervention programs also exist across the College to support student learning as well as individual learning plans for students in Year P‑6. All Year 6 students undertake a weekly elective program at the Secondary Campus to familiarise and establish highly supportive transition to Year 7. There are many options in the later years of schooling for VCE VM VPC and VET. Students in Year 10 can access vocational and VCE programmes and we are well resourced with a Trade Training Centre focused on automotive studies, as well as VET courses in Hospitality and Hairdressing. The Grange P-12 College has a supportive and encouraging ethos enabling students to engage in a sense of belonging within our school community. Similarly, staff are highly supported by well‑resourced Sub School Teams, Wellbeing Teams and Professional Learning Communities. Our Marrung strategy strongly supports engagement, positive attendance and pathways planning for our Koorie students. The establishment of a dedicated Victorian Pathways Certificate (VPC) Hub will provide an inclusive, structured, and targeted pathway for students in Years 10‑12 and Years 7‑9 particularly those from priority cohorts including students with disabilities, Koorie students, and students at risk of disengagement. Our programmes such as Applied Learning (VPC), Stepping Stones are significant in supporting students from these priority cohorts tailoring to their specific learning styles. These focus on both educative and emotional development and are embedded in all curriculum areas. The Grange P-12 College is committed to providing a safe and inclusive environment where children and young people are safe and feel safe, and their voices are heard regarding decisions affecting their lives. Particular attention is paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability. 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 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). 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. Responsibilities Responsibilities may include: 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 programmes 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 programmes 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 (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au 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: Other Information 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Conditions of Employment 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. #J-18808-Ljbffr