Integration Aide
2 months ago
Location: Melbourne | Eastern Metropolitan
Job type: Part time / From 07/10/2024
Organisation: Schools (Government)
**Salary**: Salary not specified
Occupation: Teacher
Reference: 1434016
**Location Profile**:
At River Gum Primary School our school vision is that students own their learning and our teachers use their pedagogical knowledge to personalise learning. We value community, relationship and reflection. Our core values are Respect, Equality, Inclusion and Excellence and our school motto is ¿Together we can
- For every child, every day in every classroom¿. We believe our school provides a supportive and productive learning environment where all students can access success by fostering positive relationships and knowing each student.
Our school is located in Hampton Park, a suburb in the City of Casey and Melbourne¿s south-east growth corridor. We are proud of our school community, and with a history of over 30 years our school caters for a wide range of social, economic and cultural backgrounds.
At River Gum, emphasis is placed on professional growth, individual accountability and collective efficacy through regular coaching and professional development linked to school priorities.
Professional Learning Communities work together to collectively impact student growth, through the use of the improvement cycle.
Our school recognises the importance of research based frameworks for the design and delivery of quality whole school agreed curriculum learning approaches. All lessons are delivered through an Instructional Model as an entry point for establishing consistency and accountability in teacher practice and high expectations for all students.
Whole school approaches are used in both English and Mathematics. In English students participate in a Readers and Writers Workshop daily and Fluency lessons. Mathematics is based upon The Big Ideas in Number.
Our belief in a guaranteed and viable curriculum frames all learning in Mathematics and English supported by a documented curriculum. Learning is differentiated, and we use a tiered model of intervention to support learners.
**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**:
No additional attendance is required during school vacation periods 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
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