Inclusion Team Member

**Overview**:
**Work type**:Part time

**Salary**:Salary not specified

**Grade**:Ed Support Level 1-Range 2

**Occupation**: Teacher

**Location**: Geelong

**Reference**: 1467637

**Location Profile**:
**The position**:Fixed Term, 17/03/25 to 26/01/26.

**Attendance Requirement**: 5 days per week, Monday - Friday, 9am to 3:15pm.

**Applicants**: Please upload your CV and response to the Selection Criteria with the name and phone numbers of at least three referees.

Teesdale Primary School expects students, teachers, parents, carers and the community to display our school values of Excellence, Respect, Friendship, Honesty and Resilience. We seek to promote our school values throughout the curriculum, in co-curricular activities and in our daily operations. We foster a learning community where everyone aims to do their best; values diversity, embraces differences and cares for the environment. We aim for an environment where we are united, supportive and kind to each other; are truthful in all that we say and do and can maintain a positive and resilient attitude.

Vision and Philosophy

Every child at Teesdale Primary School is provided with a positive, safe and supportive learning environment which enables them to achieve their personal best. Our school is a learning community where all children have access to a broad, balanced, enriching and relevant curriculum, which is differentiated to meet their individual needs. Our learning environment fosters the dignity, respect and self-esteem of all children and enables them to succeed academically, socially and emotionally.

Mission

Teesdale Primary School¿s mission is to provide students with the best possible foundation in life through a well-rounded education.

**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**:
**The position**:Fixed Term, 17/03/25 to 26/01/26.

**Attendance Requirement**: 5 days per week, Monday - Friday, 9am to 3:15pm.

**Applicants**: Please upload your CV and response to the Selection Criteria with the name and phone numbers of at least three referees.

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 positi