Teacher Aide

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 2

Occupation: Teacher

Location: Swan Hill

Reference:

Purpose

Swan Hill Primary School provides a caring, friendly and supportive learning environment, which caters for diverse and changing needs. Students are prepared to be lifelong learners, valued citizens and personal success is celebrated.

Values

At Swan Hill Primary School we acknowledge that all students can learn and grow given the environment is conducive to their learning needs.

Our values encompass all the guiding principles and beliefs of:

• Respect
• Belonging
• Responsibility and
• Commitment

Environmental Context

Swan Hill Primary School is located on the land of the original owners, the Wamba Wamba people. The school is part of a residential area in the township of Swan Hill approximately 300 kilometres north of Melbourne. Currently there are 512 students enrolled at the school with 2.0 Principal class staff and 35 teaching and 24 support staff.

In 2022, the school's overall socio-economic profile, based on the Student Family Occupation and Education index (SFOE), was high, but slightly lower than previous years. In 2022, 186 students were classified as Equity Funded students, compared to 202 the year before. The school is characterised by having 13% indigenous, 8.3% English as an Additional Language (EAL), 1.3% Program for Students with Disabilities (PSD), and 47% female enrolments. The school is characterised by having 13% indigenous, 8.3% English as an Additional Language (EAL), 1.3% Program for Students with Disabilities (PSD), and 47% female enrolments.

Swan Hill Primary School guarantees all students access to a broad, balanced and flexible curriculum, including skills for learning and life beyond school. Teachers provide timely and targeted feedback to students on their work as well as fostering close links with parents and the broader school community.

The school will continue to strive toward ensuring all students are provided with equitable educational opportunities and outcomes regardless of socio-demographic background.

Service Standards

• The school fosters close links with parents and the broader school community through its commitment to open and regular communications.
• The school commits to the active sharing of its vision and goals to ensure school community engagement in the School¿s Strategic Plan.
• The school guarantees all students access to a broad, balanced and flexible curriculum, including skills for learning and life.
• The school provides a safe and stimulating learning environment to ensure all students can achieve their full potential.
• All students will receive instruction that is adapted to their individual needs.
• Parents will be engaged regularly with regard to their child¿s academic achievement and overall wellbeing.
• All teachers will provide timely and targeted feedback to students on their work.
• Students will play an active part in the development and review of the school¿s behaviour policies.
• The school will work cooperatively with neighbourhood schools to share good practice

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.

[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 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

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]

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

Applications close Friday 6 June 2025 at 11.59PM