Teacher Aide - Horsham, West Sussex, United Kingdom - State Government of Victoria, Australia

Description

Teacher Aide (Ed Support Level 1-Range 2)

Job posted: 19/04/2024

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

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

• 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

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 ).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: or email on:

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 DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at

Other Information

• 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.

Horsham Primary School is committed to providing an environment that ensures students will establish life-long learning skills and develop as confident, responsible and resilient individuals who will make positive contributions to the global community.

The Horsham Primary School staff team is committed to making a difference in the lives of young people.

Values

The qualities we value at Horsham Primary School are:

Respect – Treat others fairly, with consideration for self, others, property and the environment.

Tolerance – Building relationships through a shared culture of cooperation and acceptance of diversity of all community members.

Excellence – Continuously striving always to achieve your personal best.

Honesty – Act in a moral and ethical way and be honest and sincere in what we say and do.

Responsibility – Taking ownership of your choices, actions and their consequences.

Community and Demographics:

The school is a dual campus P-6 Primary School with a combined enrolment of approximately 439 students.

Both campuses are situated in the North Eastern area of Horsham City.

The Student Family Occupation and Education Index (SFOE) is At the 298 Campus the SFOE is and at the Rasmussen Campus it is

The background of students is diverse with an increasing number of students from families with a language other than English (ESL) and a significant enrolment of Koorie students across the two campuses (approximately 11%).

The school staffing profile includes: 3 Principal Class, 1 Leading Teacher, 1 Learning Specialist, 15 Classroom Level 2 teachers and 13 Classroom Level 1.

There is a high level of parental and community support, with 2 active Parents & Friends groups who are dedicated to raising additional school funds.

Educational

The school is organized into learning areas which reflect the Victorian Curriculum. A collaborative learning environment is promoted with staff regularly planning together and engaging in professional discussions.

The school offers a comprehensive curriculum which includes the specialist programs Music, Physical Education, Auslan, Science & Technology and Art. There are a number of intervention programs conducted to support students learning which include STAP, Levelled Literacy, and Math Intervention Program.

A key part of the curriculum at the Prep level is the Australian Developmental Curriculum which is commonly referred to as Investigations. Maths Fluid Groups play an important role in the teaching and learning of Mathematics and this process incorporated throughout the school.

The school offers a wide range of extra curricula opportunities with 2 cultural performances being offered each year and a structured camps and excursion program.

On occasions the campuses combine for different events and this provides an opportunity to celebrate our school community. The school has two choirs (singing choir and signing choir) as well as a school band, and they are responsible for much positive publicity as they regularly perform at different community events.

Technology

Both campuses have extensive IT access. iPads are available for all students, with students in Yr. 4-6 have the option to participate in the one to one iPad program. Teachers are also provided with iPads and Apple TVs are in all classrooms to support the use of these devices.

The school uses the ICT technician as part of the DET Trained Services Support Providers (TSSPs), and employs and IT manager.

Television displays operate in all classrooms with teachers and students having wireless access to the internet and school server throughout the school. The use of Google Apps for Education is becoming important in the way staff and students collaborate and use online resources.

Both campuses are unique to their setting with continuous maintenance and upgrades occurring throughout the years.

The 298 Campus is the larger of the two campuses with an enrolment of approximately 300 and approximately 20 general purpose classrooms. The classrooms are a combination of traditional and open plan learning environments. The multipurpose gymnasium is a fantastic facility which is regularly used for Music and Physical Education sessions but also special events. The grounds provide plenty of space for children's play with a variety of play equipment available to students.

The Rasmussen Campus has an enrolment of approximately 130 and this has grown steadily in recent years. There are 6 general purpose classroom spaces with most promoting open plan learning. In 2020 a state government funding building upgrade saw a partial demolition of 'Block A' and two new classrooms and an Art room being installed. This was a greatly appreciated and much needed upgrade to the campus. The gymnasium is a terrific facility which is regularly used for a range of activities. The grounds at Rasmussen also provide plenty of space for children's play with a variety of play equipment available to students. The Rasmussen Campus supports two significant DET programs by providing workspaces for the Local Administration Bureau and the Cases Training Centre .

Future Direction

A Strategic Plan for the years outlines the strategic intent and planning for the next four years. This plan will be developed and finalised in the first term of the year. The implementation of the Strategic Plan will be reflected in the 2022 Annual Implementation Plan.

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