Teacher Aide

One of Victoria¿s most community-connected schools, Pearcedale Primary is located in a semi-rural setting on the edge of the Mornington Peninsula (60kms south-east of Melbourne¿s CBD).  The school was established in 1908.  Now, in 2024, the school has an approximate enrolment of 711 students (divided into 31 classes) and a workforce of 89 employees.  The school also hosts the Pearcedale Facility for Deaf and Hard of Hearing Students, comprising of 12 students with moderate to profound hearing loss. These students are integrated into the school program and receive listening, speech and language training and support from Facility staff.  The Student Family Occupation (SFO) index is consistently around 0.34.  There are 11 students who qualify for additional support through the program for students with a disability (PSD) at the school.

The school offers a holistic approach to education that recognises the diverse needs of its students and the importance of tailoring teaching and learning to enable students to reach their potential.  It also acknowledges the importance of an organised and effective approach to ensuring that the wellbeing needs of all students are met.  Pearcedale has embraced the ¿Respectful Relationships¿ framework with targeted welfare lessons at least once a week in support of this program.

The school community takes great pride in the environment and facilities of the school.  The school has committed substantial funding into resourcing and implementing up to date technologies throughout the school.  It is highly anticipated that continued growth and development in this area will remain a priority for the school.

 The specialist areas of Performing Arts, Physical Education, STEM, Visual Arts and AUSLAN are a feature of the school.  The combination of purpose-built teaching spaces, great resources and highly skilled specialist teaching staff has contributed to the success and recognition of these programs. 

As a Professional Learning Community, at Pearcedale the focus is on:

¿             Ensuring that students learn

¿             A culture of collaboration

¿             A focus on results.

This has brought a significant focus on the way in which professional learning teams plan, deliver and assess the curriculum.  In keeping with the school¿s Motto of ¿TEAM¿, the culture of collaboration is embedded into the school.  All teams work together to ensure that all the students in their level are involved in the best learning environments.  There is a shared responsibility for all students in a year level.  A significant part of being a PLC is ongoing research into optimising the learning for students. 

The school has committed resources to ensuring that timely and targeted interventions are embedded into the weekly timetable to ensure success for all students. The Government Funded Tutor Learning Initiative has meant that intervention is provided for enhancement in the areas of Literacy and Numeracy for eligible students across the school.  A Government Funded Student Excellence Program is also offered to eligible students.  The school receives funding from the Department for EYKLNP ¿ Early years Koorie Literacy and Numeracy Program which is also provided to eligible students.

The school prides itself on providing a welcoming, caring and friendly environment. Parent participation is actively encouraged and the school community is seen as an integral part of the school.  Parents participate in a wide range of school activities including assistance in classroom help, excursions and camps.  The school community provides valuable support by raising significant funds through holding stalls, raffles and events such as our Annual School Carnival.

Our school is well supported by an active and energetic School Council which is organised into subcommittees, assisting in the handling of functions of the school.

Pearcedale Primary School provides a progressive, safe and happy learning environment, which encourages children, staff and families to all play an active role in the process of education. 

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.

• 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

• 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