Teacher Aide Wed,Thur

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 2

Occupation: Education and training

Location: Melbourne - Eastern suburbs

Reference:

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.

Days required are Wednesday, Thursday & Friday.

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

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:

Menzies Creek Primary school is certainly special.

Families enjoy the fact that each child experiences programs and teaching practices that allow them to explore their talents and reach their potential. A sense of fun aligned with our emphasis on empathy, gratitude and mindfulness surrounds the importance we place on the wellbeing of all

Teachers throughout the whole school pride themselves in using aligned practices so children are surrounded by consistent expectations that ensure they feel safe and secure.

Emphasis is placed on effective communication so that the foundation of child, teacher and family consistently supports the needs of all. An open-door approach ensures quick and effective sharing of both celebration and resolution, providing a solution focussed positive way forward.

Families have every opportunity to celebrate the learning of their child and share in their progress. Occasions are planned regularly for families to attend the classroom to see and know what their child is learning.

Staff enjoy the opportunity to involve themselves in active play with students and ensure the balance of work and play keeps bodies and minds healthy.

As a team we all look after each other and are very proud of the positive community we have that ensures we raise happy, respectful and inclusive children.

A sense of community drives the way we operate at every level of the school.

Do your best, help others succeed and respect your environment are the guidelines that steer us each day. Belonging, acceptance and involvement act as our motivators to provide a place of connectedness to each other and to our school.

Developing the whole child is our focus; exploring new ideas, developing our curiosity of the world around us and making sense of wonderings.

Our staff are intent on developing respectful, caring and active human beings who are empathetic towards all and grateful for what they are fortunate to have. We aim to develop inquiring, engaged learners who develop skills and strategies to reach their potential.

Our Approach to Teaching Literacy

At Menzies Creek Primary School we believe an evidence-based approach, endorsed by the science of reading research, is the best method for supporting all students.Our approach is a structured, cumulative, and multi-sensory.

We offer a whole-school approach that promotes skill development in reading and viewing, writing, and speaking and listening in a supportive and stimulating environment. Learning experiences are based on the Victorian Curriculum and are supported by best, evidence-based practices around literacy acquisition.

In the early years of school, students start every day with activities designed to support students¿ ability to hear, recognize, and play with the sounds in spoken language. This is followed by the Little Learners Love Literacy Systematic Synthetic Phonics (SSP) program. This program is designed to teach children the 44 letter sounds and how we blend sounds to read and spell. We continue to invest in decodable readers for students of all ages. Children use decodable readers to practise the sound-spelling relationships and use the decoding skills taught in the Little Learners Love Literacy program to read these.

Students in Foundation ¿ Year 2 are introduced to a small number of high-frequency words (HFW) that frequently appear in print. These words are words that children need to 'learn by heart' initially as they cannot decode them just yet (such as: of, the, is). Our early year's staff provide multi-sensory, explicit teaching instruction to assist students to automatically read a handful of tricky HFW (heart words).

In all year levels, we implement a knowledge-rich curriculum to build our students' depth and breadth of content knowledge by embedding history, geography, and civics in our lessons. Teachers share rich, authentic texts daily to support vocabulary growth, build our students' content knowledge about the world around them, and promote reading for pleasure and learning. We challenge children to read `at-level¿ books for 15 minutes a day in class, and nightly reading is also encouraged. Our students are encouraged to borrow multiple library books per week to support exposure to books at home.

At Menzies Creek Primary School, we have focused fluency instruction in all classrooms. Fluency pairs is a short, sharp activity where we pair students to read a text multiple times a week.

For writing at Menzies Creek Primary School, we have started implementing The Writing Revolution (TWR), also known as The Hochman Method, an explicit set of evidence-based strategies for teaching writing.

Literacy support at Menzies Creek Primary School is a priority. We follow the Response to Intervention (RTI) model, a multi-tiered approach to learning instruction. In Tier 2 or 3 intervention, we can differentiate instruction and target specific skills for struggling learners. Our team provides:

• Tier 1 whole-class instruction using evidence-based instruction.
• Tier 2 support in small group sessions for students identified as at risk to supplement skill-building.
• Tier 3 individual intensive 1:1 targeted support for our struggling learners.

We offer the same RTI model for literacy and numeracy.

We are proud of the amazing achievements each child makes and the

enthusiasm they have for their school. As a team we are more than a school, we are a place where inclusivity creates a thriving community that is special and a privilege to be part of.

BE PART OF IT

Applications close Tuesday 26 August 2025 at 11.59pm

Posted

13 August 2025