Teacher Aide

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 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, ( 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 ( 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

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

Who May Apply

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

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 ).

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

Please ensure to submit your application with your cover letter and curriculum vitae attached.

Key Selection Criteria should be addressed with no more than half page per KSC.

Being a new school, we are looking for people who are interested in building the foundations of our College. This requires flexibility and the ability to pivot. 

Conditions of Employment

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

Location Profile

The Victorian Government is delivering 100 new schools between 2019 and 2026, with Wollert Secondary College opening in 2023 as one of these new schools. Wollert Secondary College is located at 222 Highpark Drive, Wollert 3750, in the middle of a fast-developing growth corridor which is steadily increasing the school enrolment.

Wollert Secondary College is a Supported Inclusion School, which is a mainstream school with additional professional capabilities and facilities designed to cater for students with a disability. Students with a disability will receive enhanced support and high-quality, evidence-based educational provision alongside mainstream students to the greatest extent possible in a safe, accessible, and supportive environment.

As a SIS, Wollert Secondary College has been purpose built to cater to the diverse needs of all students and support the needs of the growing population. Wollert Secondary College provides excellent learning opportunities for all students through quality programs based on outstanding teaching and learning practices.

In our first year of operation, Wollert Secondary College opened to Year 7 students only, and will progress by one year level at a time, thereafter. In 2024, we anticipate our enrolments to increase to 200 students across Years 7 & 8.

Located in a growth corridor, our school will help the growing number of local families access great education close to home.

VISION 

Preparing our students for the brightest future, Wollert Secondary College provides unparalleled dedication and commitment to our students and their individual needs, passions, and dreams, in an environment that is inclusive and engaging.

We are committed to fostering a love of learning by creating an educational atmosphere intended to empower students to embrace challenges, and explore new experiences, whilst keeping learning rich and meaningful. 

MISSION

Wollert Secondary College mission is to foster a learning environment where students will Aspire, Acquire and Achieve. Students at Wollert Secondary College will be aspirational learners who will be guided to acquire the necessary skills to achieve success. 

VALUES

Wollert Secondary College values are Be Kind, Be Brave, Be True and Be Safe. 

Be Kind ¿ Kindness is treating others with respect and compassion. It is modelling and demonstrating generosity and empathy as we foster an environment that is accepting and inclusive. 

Be Brave ¿ Bravery is being curious, resilient, and confident. It is modelling perseverance and demonstrating grit, spirit and adopting a growth mindset as we work towards our own level of excellence. 

Be True ¿ Truth encompasses honesty and sincerity. It is modelling integrity and fairness as we endeavour to be true to others and ourselves, who we are and what we believe in. 

Be Safe ¿ Safety is being responsible, reliable, and accountable. It is modelling caution and consideration in all situations.

WHY WOLLERT SECONDARY COLLEGE?

At Wollert Secondary College, we pride ourselves on being kind, brave, true, and safe. Our values underpin all that we do, and we are proud of the inclusive learning environment we have established for our students where, every story will be different but, every story will be great.

We acknowledge and value the incredible efforts of our staff and are proud to provide a supportive work environment where staff feel appreciated and supported. Our motto is `teamwork makes the dreamwork¿ and on any given day, at Wollert Secondary College, you will see this in action.

Being new, the school presents an exciting opportunity for incoming staff to support and influence creation of a contemporary school connected to the community and to have significant influence in the future effectiveness of learning outcomes of the students. 

---