Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1503777
Are you passionate about making a real difference in students' lives' Karwan Primary School is looking for dedicated and enthusiastic Integration Aide to join our team. As we embark on our third year of operation, we are proud to have already established a positive school culture that resonates throughout every corner of our school.
Karwan Primary School is conveniently located at 455 Bethany Road, Tarneit. Whether you¿re coming from Melbourne's inner west, Geelong, or nearby suburbs like Altona, Point Cook, Truganina, Tarneit, or Eynesbury, getting here is a breeze!
We have built an exceptional foundation team and are looking for Integration Aides who share our values: collaboration, trust, dedication, flexibility, and a willingness to have fun at work! Our staff take immense pride in maintaining a welcoming, inclusive, and enjoyable atmosphere, where we work harmoniously toward our common goals.
Karwan Primary School is a modern, purpose-built learning environment committed to high-quality education in a supportive and collaborative setting. Our Principal Class team provides visible, hands-on leadership, fostering staff development and collaboration. Integration Aides and teachers work closely together, supported by Health and Wellbeing Learning Specialists, to enhance student learning. The school features flexible classrooms, specialist spaces, a gymnasium, and extensive outdoor areas. Our students are engaged and respectful, and families partner with staff to maintain a positive, inclusive, and welcoming school community.
Karwan Primary School provides a supportive and collaborative environment where staff are valued and encouraged to grow professionally. Our leadership team is approachable and invested in staff wellbeing, and our modern facilities offer an engaging and flexible teaching environment. You will work within a positive and inclusive school community that recognises your contributions and supports your ongoing development.
SC1 Demonstrated capacity to perform duties consistent with established school guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to collaborate with others in a team environment, leading and/or managing self and others to achieve key priorities within school goals.
SC3 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work.
SC4 Possess the technical knowledge and expertise relevant to support students, staff and families with wellbeing referrals.
SC5: Demonstrated capacity to fulfil the Disability Inclusion initiative administration tasks to a high standard. Demonstrated passion and ability to develop strong community, staff and student relationships to support the wellbeing outcomes for students and families.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
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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 [email protected]
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.
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