Integration Aide 5 days per week

Location Profile

Spensley Street Primary School is a contemporary school of 222 students, located in the inner northern suburb of Clifton Hill, on the edge of the Merri Creek and Yarra Bend Park. At Spensley Street Primary School we strive to develop highly-skilled, knowledgeable and caring young people. We want our students to be successful, lifelong learners, who will become active, engaged and thoughtful citizens. We provide our students with authentic learning opportunities using an inquiry based teaching approach.

We promote and sustain an inclusive, inspirational and robust community of students, staff, parents and carers. We take a whole-school approach to ensuring the wellbeing of our community. We provide diverse, challenging and child-centred learning programs to develop successful, lifelong learners. The educational, social, emotional and physical needs of the whole child are of primary importance and we are committed to an assessment program that values progress and achievement in all these areas.

Our vision of a successful learner is one who is:

An open-minded and creative thinker

A resilient and reflective self-manager

An empathetic and reliable collaborator

A responsive and respectful communicator

A curious and persistent researcher

A courageous and responsible contributor

We want our students to develop a strong sense of social justice, and to acquire the knowledge, skills and confidence to think critically about their world. Spensley Street Primary School provides an inclusive, multi-aged learning environment. The integrated curriculum is both broad-ranging and developmentally appropriate. Developing students¿ personal and social skills and understandings so that they become caring, socially responsible and active participants in the world is a key goal shared between staff and the school community.

Our multiaged class structures group students of different ages together for learning, giving them opportunities to experience a range of social and working relationships. The multiage environment promotes a strong sense of community and of taking responsibility for oneself and others. Students are grouped in multiage home groups, located in four large open plan learning areas. Each of the four Learning Areas houses students from Prep to Year 3 or Years 4 to Year 6, giving students of different ages many opportunities to know each other and work together. 

Teachers provide our students with stimulating, targeted and challenging learning opportunities to ensure they become successful, confident learners with a strong sense of self. The school fosters a strong, supportive community for our families. We value our staff and recognise their importance, in partnership with families, in supporting students to realise their learning potential. Collaborative planning and team teaching is a strong feature of the school.

At Spensley Street, students participate in class and specialist programs that include art, music, Italian, PE and STEAM. They take part in a camping program that includes annual visits to our school-owned camp at Glen Forbes.

Spensley Street Primary School is seeking an energetic, enthusiastic, knowledgeable staff member to become part of its skilled and dedicated team.

The successful applicant will demonstrate a commitment to our multi-aged, open-plan, and inquiry approach to teaching and learning.

The successful applicant will work directly with funded students and others requiring support, as part of a team of Education Support staff (integration aides) under the direction of the classroom teachers and the wellbeing leader. The students have a range of learning disabilities and/or behavioural challenges. Our school prides itself on our inclusive practices and is well-versed in making adjustments so that all of our students can succeed at school. 

The successful applicant will commence work at 8.45am and finish at 3.30pm each day. 

Selection Criteria

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

[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

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

Who May Apply

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

Diversity and Inclusion

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 marrung@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.

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:

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

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:

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

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.