Integration Aide

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.

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.

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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.

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

This position is for 18 hours per week, preferably 3 days of 6 hours each. Work days are negotiable.  

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.

Amsleigh Park Primary School is situated in Oakleigh East (Melway Ref: 70 A7) which is the site of the original East Oakleigh Primary School. A successful merger in 1995 between East Oakleigh PS and Amstel PS led to a new school, 'Amsleigh Park' being established. The current student enrolment is stable at 350.

A whole-school modernisation has seen significant changes to our school facilities and offer an exceptionally high standard of learning environment for students and staff. The very attractive `heritage style main building stands proudly at the front of our school and is home to the Administration Centre, Senior Learning Centre and Information Resource Centre (Library). The Junior Learning Centre offers a contemporary and flexible learning environment consisting of eight classrooms, break out spaces, wet areas and covered outdoor learning areas. The Thelma Bailey Centre consists of our school Gymnasium, Performing Arts and STEM learning spaces. In addition, the school also currently has two MOD 5 portables on-site. Two separate buildings house a Multipurpose Room [Before & after School Care] and Art Studio facilities. 

Amsleigh Park Primary School implements a structured Literacy program in P-2 which includes the teaching of synthetic phonics and the six traits of writing Program from P-6. Our Mathematics Program follows the Victorian Curriculum 2.0 and is comprehensively planned to incorporate a range of learning styles and approaches inclusive of problem solving. Additionally, we offer a reading intervention program and English as an Additional Language (EAL) support. Our specialist programs include Physical Education, German Language, Performing Arts, STEM and Visual Arts for P-6.  A range of extra-curricular programs include: Library, Bike Education, Swimming, Aerobics, Keyboard, Guitar and Outdoor Education (camping programs).

Social-Emotional development and an emphasis on developing the `whole child¿ are both a fundamental part of our core beliefs, and our school is currently implementing School Wide Positive Behaviour Support (SWPBS). We actively seek to personalise learning for and support each child to achieve their best. 

Amsleigh Park Primary School is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making. 

Amsleigh Park Primary School has zero tolerance for child abuse. Our Child Safety Policy applies to all members of the Amsleigh Park Primary School community and is inclusive of all school related activities, processes and procedures. We are committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

Every person involved in Amsleigh Park Primary School has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

Amsleigh Park Primary School aims to provide an attractive, secure and stimulating educational environment to which children are eager and excited to come and learn.

We as a school:
- Believe in the promotion of endeavour, self-esteem and excellence amongst individuals in our school community.
- Believe in the importance of a partnership between children, parents, teachers and the local community.
- Believe in a caring, unified and responsive school environment, where the individual needs of children are met, and where all children, whatever the level of their ability are treated with respect and are encouraged to reach their full potential.
- Believe that each child has the right learn, the right to feel safe and the right to equal opportunity for success in their endeavours.
- Believe that each teacher has the right to teach, the right to feel safe and the right to be treated with courtesy and respect.
- Believe that the school curriculum should be adaptable and reflect the future needs of our society.
- Believe that a variety of teaching methods should be used, depending upon individual student situations, including the fostering of the inquiring mind, developmental learning and practical experiences.

Amsleigh Park Primary School is a place to be proud of, where our motto, OUR BEST ALWAYS, is a real part of our school life.