Integration Aide

Location: Melbourne | Cranbourne

Job type: Part time / From 07/10/2024

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1432468

**Location Profile**:
Barton Primary School is a PPP (Public/Private Partnerships) school that opened on the first day of the 2017 school year. It is situated in the growth corridor of South East Melbourne in the City of Casey, 5km from the main street of Cranbourne.

At Barton Primary School, we set high expectations with high support for all members of our school community. We embed ¿school-wide positive behaviours (SWPBS)¿, which outline high expectations regarding academic expectations as well as emotional and behavioural standards. These expectations are an integral part to the culture we create, and all members of our community are encouraged to; Be Safe, Be a Learner, Be Respectful & Be Kind.

We are looking for teachers with an interest and commitment to professional learning in relation to the Science of Reading and Explicit Direct Instruction. Experience in these teaching approaches is not a requirement, just an openness to learn

At Barton Primary School, we have a whole-school approach to delivering a comprehensive learning program designed to foster and promote a positive experience. We have a shared belief that all students can achieve high standards with high expectations and support and early intervention.

The current school profile includes 5 Principal Class, 4 Learning Specialists, 75 Teachers, 2 Tutors, 30 Educational Support Staff and 9 Administration Support.

**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 r