Occupation:
Education and training
Location:
Melbourne - Northern suburbs
Reference:
*******
Location Profile
Aitken Hill Primary School neighbours rapidly growing residential areas in the suburb of Craigieburn.
The school is located at the intersection of Elevation Boulevard and Rhyolite Drive.
The school works collaboratively in partnership with the community to provide authentic learning opportunities and the best academic outcomes for all students.
Aitken Hill Primary School opened in ****, with a current enrolment of 880 in ****.
The school truly presents as an innovative, unique and contemporary school.
The curriculum, approach to pedagogy and culture that the recent school develops will work in harmony with the design of the school buildings.
At Aitken Hill Primary School, architectural form and educational ethos align to emphasize creativity, collaboration, innovation, wellbeing and community engagement.
A new double storey permanent building opened in **** which houses 8 individual classrooms, large breakout areas, library, 2 specialist classrooms and staff offices.
Focus on Teaching and Learning
The quality of classroom teaching at Aitken Hill PS will be a significant indicator of the school¿s effectiveness.
Effective teachers know how students learn and build on the knowledge their students bring with them.
Purposeful teaching will ensure that all students have the opportunity to learn in a classroom environment that has clear learning objectives, challenging learning goals and ongoing and systemic monitoring and feedback.
Curriculum links include:
Science: wet and messy activities (freezing, melting) basic physics (dropping objects)
Art: painting, drawing, sculpting etc.
All learning areas: model-making, experiment and investigation.
High Expectations for All Learners
Aitken Hill PS has high expectations for all members of the school community.
Teachers and students take advantage of all opportunities to learn and to persist when confronted with situations that require new learning.
An explicit focus on effort rather than ability underpins learning interactions and the modelling of desired behaviours as there is a shared belief that all students can learn to high levels.
High expectations are also evident in the quality of the relationships between all members of the school community and their engagement and contribution to the wider community.
A commitment to continuous improvement will be reflected in the way that the schools consistently communicate the importance of self-improvement and higher standards when initial targets and goals are met.
Accountability
The school has established a rigorous and intelligent system of accountability through which school, teacher and student performance can be monitored and evaluated.
The school uses performance data to identify, support and monitor all students and plan professional learning activities for staff.
Valid and reliable accountability measures also allow the school leadership team to provide parents with meaningful information about the progress of the school and their children.
Learning Communities
Aitken Hill is a learning community that shares a common vision and goals, where all members work collaboratively to enhance the teaching and learning environment.
Learning communities comprised of individuals with diverse expertise and knowledge which is valued, and through collaboration, drawn out, shared and used to solve school-based challenges.
The learning community foster openness, dialogue, inquiry, risk-taking and trust.
In this environment, teachers feel they can make informed and responsibly decisions about innovative teaching strategies.
Stimulating and Secure Learning Environment
Aitken Hill PS understands that the nature and quality of the environment in which students and teachers work in has a significant impact on their learning.
Effective schools are stimulating places to those learning, working and visiting.
The design of the workplace embodies the values and principles of the school and fosters creativity and a culture of learning.




Quality relationships contribute to an environment where all members feel safe, secure and valued.
Staff will be expected to contribute to:
Creating a professional learning community
Developing a shared practice where all are engaged to continually improve
Developing a pedagogy and curriculum reflective of 21stcentury learning which maximises the use of flexible spaces
Developing safe and supportive learning communities based on School Wide Positive Behaviour Support
Community engagement and involvement in the life of the school
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 **** (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, specialisedstudent/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...
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 (seeWorkplace 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) ******
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:
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:
Previous experience in the role preferred.
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.
Applications close Wednesday 30 September **** at *****pm
#J-*****-Ljbffr

📌 Integration Aide (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne