Integration Aide

Role

This position may require attendance of up to five days (full-time equivalent) during school vacation periods. You will be paid a leave purchase allowance for that attendance.

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:

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

Altona College is a Prep to Year 12 school situated in the local government area of Hobsons Bay, located approximately 15km west of the Melbourne CBD. Altona consists of a mixture of low-density housing to the south of the suburb, with mixed industry in the north. Altona is well resourced with recreational facilities, strong transport links and a strong hospitality culture. A key attraction to the area is Altona Beach and its refurbished pier located at one of only two swimming beaches in the western suburbs (the other being Williamstown Beach).

In 2023, enrolments continued to increase, but were managed carefully in compliance with a compulsory Enrolment Management Plan. This year we have a total of 704 enrolments across Prep-12. Despite having a relatively small school zone and proximity to larger established secondary schools, Altona College has continued to receive significant interest for enrolment. The primary school is one of four located within the suburbs of Altona and Seaholme and as such enrolments are greater in the secondary than primary years. Having recently completed two stages of Capital Works, community confidence continues to grow in our capacity to deliver a breadth of well-resourced programs. The Altona Early Years Hub is co-located onsite ensuring a smooth transition for students attending Kindergarten programs at that venue.

Primary students access specialist programs in Music, Physical Education, Mandarin and Art. The learning areas of Science, Humanities (History, Geography, Economics, Civics and Citizenship), Health, Design and Technology are taught through an inquiry approach. Further, primary students have access to secondary school resources and facilities, particularly in STEM and the arts.

Secondary students access the full breadth of the Victorian Curriculum in specialist classes across years 7-9 before transitioning into a personalised program based on extensive careers education. The college also delivered a high ability class in Years 7 to 9 with places filled by students within the designated enrolment zone. The College has successfully implemented the new Victorian Certificate of Education including the Vocational Major. Additional resources including VETiS (Vocational Education and Training in Schools) and HeadStart have supported students to access vocational pathways where the traditional ATAR (Australian Tertiary Admissions Rank) based pathway does not meet their needs. Beyond the classroom, secondary students participate in programs such as Wyn-speak and network debating competitions where the college achievements are celebrated. Strong performances in sports (particularly Volleyball) are a positive reward for the growing levels of engagement, commitment and pride that characterise Altona College students and staff.

The over-arching goal of our 2021-2024 Strategic Plan is to ensure the growth of every student across the school. In line with the 2023 Annual Implementation Plan, the clear focus for 2023 was to strengthen learning outcomes in reading and numeracy across the school.

Both learning and wellbeing outcomes are strong and improving in most areas. NAPLAN data continues to show positive trends particularly in years 5 and 9, noting that smaller primary cohorts do contribute to volatility in the year-to-year data. Despite this, additional tutoring and support resources were deployed in 2023 to support students with lower than expected performance and should result in improvement moving forward. Numeracy was an area of improvement in 2023 and continues to be a focus for ongoing, long-term improvement.

Student survey data suggests our students regularly experience a culture of high expectations in safe, orderly classrooms where teachers actively advocate and differentiate for their needs.

Our college is committed to child safe practices.

We are seeking dedicated and innovative staff to share and develop our vision within our unique community.

Nathan Guthridge

Principal

---