Operational Teaching Assistant

Overview

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 2

Occupation: Administration

Location: Melbourne - Southern suburbs

Reference:

Location Profile

Naranga is a school in Frankston for students aged 5 to 18 who have a mild intellectual disability. Our motto is ¿Learning for Life¿, and we aim to prepare each student to be an active contributor within the community. We provide an engaging and comprehensive developmental curriculum that ensures each student will achieve personal success and achieve progress within a supportive environment. Programs are innovative and accommodate the individual learning styles and needs of students. Integrated and holistic learning opportunities are developed so that students acquire knowledge and experience within engaging activities. Classes range in size from 6 to 14 students, reflecting the individual needs of students and their capacity for independence.

An Individual Education Plan is developed for each student ¿ in consultation with families and carers. The Victorian Curriculum is delivered within a framework of whole-school expectations. Students in their final two years of schoolwork towards transitioning into post school options. Senior students also have the opportunity to participate in select vocational education and training certificates.

The staffing structure is designed to support and extend student learning by focussing on interests, skills and wellbeing. In addition to traditional subjects such as English and Mathematics, the school offers learning opportunities through specialist activities such as Health and Physical Education, The Arts, Digital and Design Technology and Science. Additional supports are provided through student wellbeing, psychology, speech pathology and occupational therapy.

The learning journey at Naranga is supported by School-Wide Positive Behaviour Supports and Restorative Practices, which are incorporated into daily school life. Students¿ achievements are regularly celebrated at every level: within classes, in sub-schools, across the whole school and in the broader community. We are proud and active members of the Sustainable Schools program. We have current registration with eSmart, and actively engage our students in the Bully Stoppers program.

Parents are strongly encouraged to be involved in the development of their child¿s academic learning program, and as part of the broader school community. We work closely with parents to host information sessions, a Parents and Friends group, a fundraising group, open days and various sporting and musical events. Our School Concert is the highlight of our calendar year.

Naranga School is identified as having a low socio-economic band. We received additional funding under Equity Reform. This money was used to support individualised learning programs for students through smaller class groups, explicit instruction, additional education support staff and therapy services.

In 2025, 162 students are enrolled and supported by teachers and education support staff, including a psychologist, speech pathologist, mental health practitioner and occupational therapist. Leadership comprised a Principal, Assistant Principal and 2 Leading Teachers and 2 learning specialists. Maggie the school¿s therapy dog in training, provides individual and group support to students across the school 5 days per week.

Selection Criteria

Selection Criteria for Operational Teaching Assistant

• Demonstrated strong organisational skills with the ability to prioritise tasks
• Demonstrated strong interpersonal and communication skills
• Demonstrated a level of initiative to complete tasks in a timely manner
• Demonstrated capacity to work effectively in a team and take direction from teachers and school leadership
• Demonstrated strong computer skills and the ability to learn new software applications quickly
• Demonstrated strong written communication skills, including the capacity to clearly convey information, craft professional emails, and adapt writing style to suit difference audiences and purposes

Role

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

This role does not involve working with students; it is supporting the administrative and operational work of teachers.

The responsibilities for this role may include:-

• Setting up the classroom for the day or for a particular activity, sourcing or collating learning materials, assisting with preparing equipment for students with additional needs, recording student attendance.
• Collection of and administration related to permission notes and payments for activities, such as camps and excursions; booking buses and venues; completing risk assessments and associated documentation; auditing, ordering and organising classroom materials and resources; and purchasing event specific supplies.
• Supporting teachers to communicate with parents/carers through the relevant school platform, such as classroom specific events or reminders.
• Following school-determined processes for actioning external service requests, such as NDIS providers. For example, booking rooms, developing timetables, collecting and checking permissions and updating routine records for teachers.Following school-determined processes for actioning external service requests, such as NDIS providers. For example, booking rooms, developing timetables, collecting and checking permissions and updating routine records for teachers.
• Uploading teacher completed documents onto online systems, including entering teacher determined student data.
• Complete template documents for camps and excursions.
• Convert documents from one place to another for teachers, such as upload plans onto the school¿s Student Management System.

Who May Apply

Qualifications and Experience

• Valid Working with Children check
• Prior experience working in administrative roles is desirable
• Prior experience working in a school or educational setting is desirable

EEO AND OHS Commitment

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

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:

DE Values

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:

Other Information

Flexible work arrangements are available and can be negotiated with the successful applicant.

Conditions of Employment

• 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 Thursday 18 September 2025 at 11.59pm

Posted

8 September 2025

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