Teacher Support - Thorpdale

Description:

Overview

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 2

Occupation: Teacher

Location: Moe

Reference: 1469695

Thorpdale Primary School is a small rural school with a current student enrolment of 43. Thorpdale Primary School provides a safe and supportive school environment that promotes continuous enhancement and achieving excellence in teaching and learning in all grade and curriculum areas. Students are provided with a broad-ranging curriculum that is delivered by dedicated teaching staff in warm and welcoming classrooms. In 2023 the school staff comprises of a Principal, two classes and ES staff to support students.

Staff design highly engaging units of work that cater for a variety of learning styles and for the individual needs of our students. Staff undertake extensive professional learning that is linked to improving teacher capacity and ultimately improving student learning outcomes. Professional learning is directly linked to our key priorities of mathematics and literacy.

Thorpdale Primary School offers the students specialist subjects of physical education, Values education, library, art and science. Students enjoy the added learning experiences, such as annual school concerts/ productions, bike education, a swimming program, camp program for grades 3-6 and excursions, interschool sports. As part of our ethos, the school promotes the values of Respect, Learning, Honesty, Fairness & Community. These values underpin Thorpdale Primary School¿s teaching and is reflected in daily life at the school.

Thorpdale Primary offers its students a safe, caring, friendly and stimulating environment in which to learn and maximise their growth. There is a strong partnership between parents, staff and the wider Thorpdale community, with a high level of parent participation of the School Council, as classroom and excursion helpers and in fundraising and social activities.

1. Can you describe your experience supporting students in literacy and numeracy intervention? How have you worked with teachers to assist students who need additional help in reading, writing, or mathematics?

2. How do you support students with diverse learning needs, including those who may struggle with self-regulation or behaviour challenges? Can you share an example of a time you helped a student develop their confidence or engagement in learning?

3. Effective teamwork is crucial in a school setting. Can you give an example of how you have collaborated with teachers, staff, or families to support student learning and wellbeing?

4. Our school values community involvement. How would you contribute to fostering a strong school community, and what role do you see a teacher aide playing in school-wide events and programs?

[Attendance requirement for this position]

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.

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 Workplace adjustment guidelines).

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

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

Applications close Monday 31 March 2025 at 11.59PM