Teacher Aide / Classroom Support - 2026 Start

Thornhill Park Primary School was established in 2023 and is located in the suburb of Thornhill Park approximately 40 kilometres west of Melbourne. Our school currently has capacity for 800 students and caters for students from Years Prep to 6. Our enrolments are around 850, with a growth of up to 1000 students expected in 2027. The grounds sit alongside a new creek installation in the Thornhill Park Estate and is surrounded by many new houses, bike paths and open park spaces. The school community is culturally diverse with many families coming from a language background other than English.  We provide a strong culture of inclusion and have established a supportive environment for all students. 

Our staff have a range of experience and work in teams to provide differentiated programs for all students.  We value the on going development of a strong culture and continue to build a team of people who have students at the centre of their decision making and strive to make an impact.  We offer a curriculum based on building strong foundations in Literacy and Numeracy, whilst providing students with a range of real-life and problem-based experiences. Our teaching spaces also enable us to have a Specialist hub consisting of Physical Education, Food Tech, STEM, Visual and Performing Arts and Auslan.  Our learning environments provide opportunities for students to explore their curiosity and develop as 21st Century citizens.

Thornhill Park Primary Schools vision is to ensure;  

• Our students are happy, empowered, curious and resilient learners  
• Our curriculum is challenging, engaging, inclusive and relevant and supports each student in achieving their full potential  
• Our staff are committed to providing high quality curriculum and a caring, inclusive classroom environment 
• Our environment is welcoming, social, safe, positive and stimulating and encourages our students and staff to learn, develop and achieve success  
• Our school community is committed to an ever developing, positive, supportive and collaborative partnership between home, school and the community 

Our school values are Respect, Integrity, Persistence and Wellbeing.

• We display respect in all aspects of our school lives from the way we interact with each other to the way we treat our environment.   
• We have integrity by always striving to do our best at school and ensuring we are honest and trustworthy citizens. 
• We are persistent in challenging situations and always trying to give our very best.  Being persistent enables our community to acknowledge that it is okay to make mistakes as this helps us to learn and to strive for excellence. 
• We value wellbeing for all members of the community.  We strive for people to be at their best when at school, so we endeavour to differentiate our approach to ensure we are inclusive and provide support for all students and staff.  We recognise that optimal learning occurs when students are happy and healthy. 

SC1    Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2    Demonstrated capacity to communicate effectively with members of the school community including students.

SC3    Demonstrated proficiency in the use of office systems, software, or technical equipment as relevant to the position.

SC4    High level organisational and time management skills with the ability to prioritise and meet deadlines.

SC5    A commitment to professional learning and growth. 

SC6  Capacity to work with and provide support and/or attendant care to students with additional needs, including challenging behaviours.

[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 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

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

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 *******@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.

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

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.

The job is part-time, 30.4 hours per week, Monday - Friday, term time only.  

Applications that do not containing the following will not be considered; 

- cover letter

- resume (complete with referees) 

- answered key selection criteria (as per this advertisement).   

• 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