Teacher Aide - Classroom Support - Primary School

Located in the heart of East St Kilda, just 10 kilometers southeast of the Melbourne City Centre, Ripponlea Primary School (RPS) has a rich history dating back to its establishment on 3 July 1922. Over the years, we have remained steadfast in our dedication to serving families and students in the local area.

Our centenary celebrations in 2022 marked a significant milestone in our journey, reinforcing our deep connections to the Bunurong people and the land on which we teach, learn, play, and gather and our unwavering commitment to reconciliation. In 2023, we continued to honour our past while embracing the future.

At the heart of Ripponlea Primary School lies our vision: to empower students to be global and creative thinkers who are equipped with the skills and empathy to engage with an ever-changing world. Our students care, they create, and they connect, embodying our core values of Community, Creativity, Integrity, Open-mindedness, Resilience, and Respect in all aspects of their lives.

In 2023, our school had a total student population of 283, supported by a dedicated team of 13 full-time classroom teachers, 7 part-time teachers, and 10 Education Support staff members. Our deliberate multi-age structure fosters a holistic approach to learning, promoting collaboration, adaptability, and independence among our students.

Throughout the year, our students benefit from a comprehensive curriculum that places a strong emphasis on literacy, numeracy, personal and social development, and inquiry-based learning. We actively promote student voice and agency, allowing our students to play an active role in shaping their learning journey and fostering a sense of ownership and responsibility. At the heart of this commitment also lies the school's innovative and effective student leadership model, which empowers students to take on responsibilities, demonstrate initiative, and contribute to the broader school community.

Our staff are dedicated, professional and take pride in their work. They work in Professional Learning Communities (PLCs), collaboratively linking teacher practice to improving student outcomes. Our students benefit from having teachers with a range of different experiences and skills working together in teams to support the learning of every student.

Indeed, while some may perceive us as small in size, at Ripponlea Primary School, we take immense pride in our big offerings and the richness of experiences we provide for our students. We believe in the power of experiential learning, where students are actively engaged in hands-on activities, real-world experiences, and meaningful interactions that foster deep understanding and growth.

Our size allows us to maintain a close-knit community where every student is known, valued, and supported. It enables us to personalise learning experiences, cater to individual needs, and cultivate strong relationships between students, teachers, and families. Our school community is privileged to enjoy high levels of parental involvement and support, with families valuing the academic and social-emotional provision provided by the school.

Despite our small size, we offer a diverse range of extracurricular activities, specialist subjects, and opportunities for enrichment. From performing arts to visual arts, from sports to technology, and from language learning to community service, there is something for every student to explore and excel in.

At Ripponlea Primary School, we believe that greatness is not measured by numbers but by the impact we make on the lives of our students. We may be small, but our dedication, passion, and commitment to providing the best possible education for every child shine brightly in everything we do.

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.

SC6 Demonstrated capacity to work with teachers, integration aides and support all students, especially those with additional needs.

[Attendance requirement for this position - 12 hours a week but can be more and flexible arrangements]

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.

• 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 *******@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

0.32 role but can have increased hours. Total Flexibility

• 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.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx