Teacher Aide

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 2

Occupation: Teacher

Location: Traralgon

Reference:

Gormandale is a small town located 22km south-east of Traralgon in the Latrobe Valley and is approximately 2.5hrs east of Melbourne. The town is nestled in the picturesque Merrimans Creek Valley just beyond Loy Yang Power Station. The Hyland Highway runs through Gormandale and leads onto attractions and towns including: Tarra Bulga National Park, Ninety Mile Beach, Yarram, Port Albert and Woodside.

Gormandale is a proud community that is supportive of our local school. There are sporting facilities within the town which cater for football, netball and tennis. There is a very active Community House who maintain a community garden and BBQ area for the town. The historical Gormandale Mechanics Institute (hall) hosts many activities including Karate for all ages. The hall is utilised by the school for many events throughout the year.

Gormandale & District Primary School is a small rural school. Our school vision is: Gormandale and District Primary School fosters a community learning environment in which each and every member is nurtured to become a confident lifelong learner. Our school values `Be Safe, Be Respectful and Be a Learner¿ underpin everything we do. We currently operate three classes, Prep/1, 2/3 and 4/5/6. School staff includes classroom teachers, business manager, education support staff and a student wellbeing officer. Families are able to enrol their children in Outside Hours School Care (OHSC) for before and after school care.

Gormandale & District Primary School¿s main building was built in 1996 and consists of three classrooms and a specialist room. The OHSC and Kinder are located in a BER building across the courtyard from the main building. Gormandale & District PS are extremely lucky to have up to date technology, with 1:1 devices in each classroom. Each classroom is also fitted with interactive touch screens, air conditioning units and gas heaters. The school has an expansive yard with a full size oval, two tennis courts, two playgrounds and a mud kitchen. We have a focus on sustainability with solar panels, a compost bin and a vegetable garden. Many of our students are transported to and from school by bus.

All staff members have a shared responsibility for the overall development of students and believe in a collective approach towards supporting students' academic and wellbeing growth. Teachers work collaboratively in Professional Learning Communities to work through inquiry and improvement cycles. As a team, we work together to consider the individual learning needs of each child and to assess and monitor their progress and evaluate our teaching and learning strategies. Staff, parents and students work together to foster students¿ overall development, engagement in learning, and academic achievements.

We have curriculum, assessment and wellbeing handbooks to document our whole school approaches teaching and learning. Our school uses explicit instruction as our instructional approach to teach new content. Explicit instruction is characterised by carefully planned and sequenced lessons; clear and detailed instructions and modelling; and frequent and systematic monitoring of student progress and feedback to students. We use spaced, interleaved, retrieval practise to transfer new learning to long term memory through daily reviews. Our 2023 teaching and learning focus is to review our approaches to reading and align them with evidence-based practices following the `big 6¿.

All staff have completed the Berry Street Education Model training and key elements have been implemented across the school. We are a school-wide positive behaviour support (SWPBS) school with a strong focus on using a proactive, multi-tiered system approach to support students. The Respectful Relationships, Rights and Resilience and Zones of Regulation resources are used to support the implementation of our wellbeing curriculum.

We offer an extensive variety of specialist subjects and programs for students to enjoy. These include MARC van (Library), health and physical education, performing arts, visual arts, STEM, and breakfast club. The school is part of the Traralgon Rural Schools Cluster for sporting events and camps and cultural activities.

Gormandale & District PS is closely aligned with the onsite Kinder which is operated by Uniting. A transition program throughout Term 4 ensures a seamless start to school for new Prep students. The Yarram Secondary College and Traralgon College are the public feeder schools for our Grade 6 students. Transition is also a strong focus for the senior students.

Gormandale & District Primary School has a passionate School Council and Parents Club. Parental involvement in the school is encouraged and welcomed.

For more information access the school website via or contact the school on

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:

Applications close Thursday 5 June 2025 at 11.59PM