Teacher Aide

Role 5 days a week 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. 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 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 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 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. 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. 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: Location Profile Tyers Primary School is nestled in the delightful township of Tyers, just a short drive from the CBD of Traralgon. The school is surrounded by beautiful rolling hills and paddocks, offering a calm, tranquil, rural setting. The school has high expectations of students with a strong focus on personal learning growth. Our school prioritises academic focus alongside student wellbeing, since the one is most definitely intertwined with the other. Both of these priorities are guided by the most effective teaching methods which align with evidence‑based practice. Tyers Primary School values a strong partnership with our families and the local community providing many opportunities for parent involvement, such as regular working bees, parent teacher conversations, school council and Parents Association events. Currently, our school team consists of the Principal, Assistant Principal and six experienced teachers who share the responsibilities of school management and curriculum delivery. This includes four caring classroom teachers and skilled part‑time specialist teachers for Art, Music, Performing Arts, and Digitech. A Business Manager, four fantastic Education Support Staff and our fabulous before and after school care co‑ordinator complete our staffing profile. Staff are committed to building positive relationships with students and are dedicated to supporting those with learning differences, providing an inclusive environment for all. Our school uses the Berry Street Education Model and the Zones of Regulation which are proactive approaches to teaching emotional regulation. These approaches are being explicitly taught in all grade levels and are becoming embedded into all aspects of life at Tyers Primary School. Our school uses an Explicit Direct Instruction approach to teaching. We explicitly plan and teach to the 5 core components of Literacy: Phonological Awareness, Phonics, Vocabulary, Fluency and Comprehension, based on the soundest research guided by the science of reading. Our school has an engaging specialist program with AUSLAN taught from Prep‑6. Our students learn music, visual arts and PE, with opportunities to be involved in our kitchen garden and caring for the school’s chickens. Extracurricular activities are important for students to pursue their interests. They also help to foster a sense of belonging, school connectedness and school pride. Students have the opportunity to compete in a wide range of sports including, athletics, basketball, swimming, AFL, soccer and cross‑country running. #J-18808-Ljbffr