Only 24h Left Teacher Aide

Occupation: Education and training

Location: Hume - Murrindindi

Reference: 1498924

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.

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, specialisedstudent/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 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.

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 (seeWorkplace 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) viamarrung@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:

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:

- 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Yea Primary School is a school of 128 students situated approximately 100km north-east of Melbourne and 40 km east of Seymour, it provides quality education to children in the township of Yea and surrounding districts.

The school lives by our Three R¿s be Respectful, be Resilient and be Responsible. These values are referred to frequently and underpin student, staff, and family relationships.

All Yea Primary School staff are required to observe child safe principles and are expected to abide by the schools¿ Child Safe Standards Code of Conduct where inappropriate behavior towards and in the company of children is noted. All personnel of Yea Primary School are responsible for supporting the safety, participation, wellbeing, and empowerment of children.

Class sizes can vary quite a bit with classes this year between 14 and 25 students. A teamwork approach to curriculum planning promotes consistency of delivery throughout the school. The school uses evidence based instructional practices in literacy and our teaching aligns with the Victorian Teaching and Learning Model (VTLM). In Prep to Grade two we teach the Initial Lit program and in grades three to six our structured literacy program is aligned with the text rich OCHRE units. In numeracy, we follow the OCHRE scope and sequence across F-6 incorporating regular fluency work and rich and engaging learning activities. A tiered framework is in place across the school to support all students including, Literacy (Macq Lit, Mini Lit) and Numeracy (Fluency, Place Value) intervention and Student Excellence programs are provided for selected students.

At Yea Primary School we believe that all students can learn to read and write. Speaking and listening plays a key part in reading and writing, but also in other curriculum areas and, students are given regular opportunities to practise public speaking at our assemblies, during focus times in class and during Passion Projects. Currently we offer a range of Specialist subjects including Health and Physical Education; The Arts (encompassing visual, drama, dance and music); Science Technology Engineering and Mathematics (STEM); Stephanie Alexander Kitchen Garden Program (SAKGP) and next year we are looking to offer a Language and Culture Program (encompassing AUSLAN, Humanities, Library). Our Education Support staff also sometimes support these programs.

An important component of student inclusion at Yea Primary School is our Education Support Team. Our team members work across a variety of different areas, classroom support, intervention, administration, maintenance and all add value to the school in multiple ways. We are looking to expand our team by adding a literacy Intervention / Teacher administration assistant and an additional classroom support member. These staff members play a vital role in supporting us to be an inclusive and supportive learning environment where all students are provided the opportunity to flourish. We are looking for staff that build connection with students and staff, can accept feedback and want to be part of a dynamic team. While the work can be challenging at times when we achieve success it is very rewarding.

Our vacancies currently sit in Literacy Intervention / Teacher Administration support and in Classroom Support / Integration aide. There is a possibility of additional time available once all other staffing is confirmed.

Essential elements to the teaching and learning programs at Yea are:

- Assessment: Continual assessment and regular one to one conferencing. Summative and formative data-driven teaching and learning that is used to monitor and assess student learning and plan future lessons.
- Learning focus: Lesson focus is made explicit through the explanation of learning intentions and success criteria.
- Explicit instruction: Whole class direct instruction using modelling techniques, digital technologies and other resources.
- Independent Practise: Independent reading of both choice and set texts. Independent writing of both choice and set topics and text types.
- Variety of Resources: A range of text types available through our class and school library.
- Technology: Multi modal approach including online reading programs, study ladder use of iPads, interactive whiteboards, viewing and use of notebooks for publishing and drafting of writing.
- Reflection: A whole class reflection and share time, as well as opportunities to practice oral language.
- Extension / Support programs: Additional intervention for reading and writing, students can access high ability programs in the upper years and are supported to work at their own level in the classroom through their personal goals.
- Independent Practise:Time for independent practice, focused teaching groups, partner and small group work that is differentiated and targeted to individual student needs.
- Variety of resources:Students are exposed to a wide range of manipulatives to help develop an understanding of mathematical concepts, as well as open-ended, critical thinking problem solving activities and real-life projects.
- Individual learning plans: Where appropriate students have a high quality developed independent learning plan.

They can choose to participate in a range of extracurricular activities on offer. The school runs an extensive Camp program including camps in F-2, 3-4 and 5-6.

The school¿s guiding principles are to provide opportunities for everyone to flourish. The school is strongly committed to empowering children by placing an emphasis on literacy and numeracy and catering to the special needs and abilities of each student. Student welfare is addressed through the whole school implementation of respectful relationships, Friendology and School Wide Positive Behaviour Supports (SWPBS).

Our school is very active in the community, and all students participate in activities that involve interacting within the Yea community on a regular basis.

Transition between the Kinder, Yea High School and within the school is a very positive process. Students in all groups are given many opportunities to experience their new school or grade, so they feel comfortable and ready to begin their new school year.

The physical environment of the school enhances the learning atmosphere. Students use an excellent art and multi-purpose room in addition to well-equipped 21st century classrooms. Access to computers is extensive with years three through to Six having a 1:1 student laptop ratio. Each classroom has an Interactive Whiteboard. The screen interfaces with a computer and is highly interactive and engaging. The school has spacious grounds for sport and recreation. Students have the option of participating in a wide variety of additional programs. Parents and community members are always made welcome in the school, with volunteers being a vital aspect of daily life.

Applications close Monday 27 October 2025 at 11.59pm

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