Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1484408
Selection Criteria
SC1 Experience supporting the general wellbeing of students and the school community.
SC2 Experience in providing services to improve student engagement and connectedness.
SC3 Ability to foster a safe, inclusive and supportive learning environment.
SC4 Experience in delivering wellbeing services within a multidisciplinary team
SC5 Ability to operate within the school community and with external providers, including providing students with referrals to specialist services when required.
SC6 Ability to support schools and teachers to identify and develop educational, social and emotional programs to support students
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 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.
The National Student Wellbeing Program (NSWP) provides:
- pastoral care services
- strategies that support the wellbeing of the broader school community.
The NSWP defines pastoral care as the practice of supporting the general wellbeing of students and the school community.
Student wellbeing team members must follow the NSWP Guideline and the service agreement between the school and provider (if applicable). The guidelines include a code of conduct which must be signed by the chaplain or student wellbeing officer. The NSWP guidelines can be viewed at https://www.vic.gov.au/national-student-wellbeing-program.
Student wellbeing officers must also abide by any requirements established by their NSWP provider (if applicable).
A student wellbeing officer engaged via the NSWP may:
- work as a member of the school's wellbeing team in the delivery of student wellbeing services
- contribute to improving student engagement and connectedness
- contribute to providing a safe, inclusive and supportive learning environment
- provide pastoral care and guidance to students
- operate within the school community and with external providers
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 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
The roles and responsibilities of NSWP student wellbeing officers could include:
- supporting student attendance, engagement and mental health
- supporting students in difficult or challenging situations such as during times of grief
- providing students with referrals to specialist services when required
- providing pastoral care and guidance to students about values and ethical matters
- supporting physical, emotional, social and intellectual development and wellbeing of all students
- supporting an environment of cooperation and respecting a diversity of cultures and traditions.
NSWP student wellbeing officers must not:
- proselytise, evangelise or advocate for a particular religious view or belief
- enter compromising situations where confidentiality may be sought by the student
- behave in a way that impacts the delivery of their services under the program, including in a private capacity
- perform professional or other services for which they are not qualified
- visit students¿ homes to work with students and their families
- conduct religious services or ceremonies or lead in religious observances
- provide religious instruction or religious counselling to students
- promote external events run by religious organisations. For example, camps, excursions, youth conferences, guest speaker presentations etc.
become involved in parenting disputes, family law matters or other legal proceedings.
Who May Apply
Chaplains and student wellbeing officers must hold a Certificate IV equivalent or higher qualification that includes competencies in:
- mental health and making appropriate referrals, and
- providing pastoral care or working with youth.
Qualifications in the Community Services Training Package that meet these requirements are::
- Certificate IV in Chaplaincy and Pastoral Care (CHC42315)
- Certificate IV in Community Services (CHC42015)
- Certificate IV in Mental Health (CHC43315)
- Certificate IV in Youth Justice (CHC40513)
- Certificate IV in Youth Work (CHC40413).
Information on training providers for these courses can be found at www.training.gov.au.
Other qualifications in psychology or social work may be suitable. See:
- the Psychology Board of Australia approved courses of study
- the Australian Association of Social Workers accredited courses.
All chaplains and student wellbeing officers must hold a valid employee working with children clearance.
Chaplains and student wellbeing officers must comply with the school's child safety screening requirements
EEO AND OHS Commitment
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 [email protected]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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
Conditions of Employment
- 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
Location Profile
Frankston Primary School was established in 1874 and currently has an enrolment of 255 students.
Frankston Primary School is adjacent to the Frankston Business District, with this location providing convenient access to the Frankston Arts Centre, beach, parks library, Monash University, public transport and many other community services conducive to authentic educational opportunities.
The school commenced a new School Strategic Plan this year stemming through 2023 - 2026, with a strong focus on improving student learning outcomes, with a particular focus in Writing and Mathematics and developing teacher practice to enhance learning outcomes. Further school focus areas include developing and embedding a strong PLC culture, and building student wellbeing through enhancing our positive school culture, building student voice, agency and leadership and improving student attendance.
Teaching Teams at Frankston Primary School collaborate together and are focused on building their capacity to review and analyse data weekly, to inform curriculum planning and learning and teaching, with each Team focused on building the capacity of teaching and student learning through effective PLC (Professional Learning Community) practice.
We are a school striving for educational excellence - empowering our students to achieve their personal best in an inclusive, supportive and caring environment.
Frankston Primary School has a strong commitment to:
Building a connected and inclusive school community
Connecting with our parent and wider community
Activating high level student literacy and numeracy achievement
Developing students¿ personal and social capabilities and emotional resilience
Inspiring student learning and creativity through a breadth of programs and learning experiences.
Our school values are: Community, Aspire, Resilience, Respect, Positivity, Empathy & Inclusion.
Connecting with our parent and wider community
Activating high level student literacy and numeracy achievement
Developing students¿ personal and social capabilities and emotional resilience
Inspiring student learning and creativity through a breadth of programs and learning experiences.
Our school values are: Community, Aspire, Resilience, Respect, Positivity, Empathy & Inclusion.
All teaching staff participate actively through our GROWTH Coaching, Peer Observation and feedback model to support teacher professional learning, with this approach an important part in building the capacity of classroom teacher practice.
Specialist programs in 2025 are Environmental Science/STEM; Art, Auslan/Performing Arts and PE.
In 2025 our school will focus on building our Tutor Learning Support across the school for identified students, in both Literacy and Numeracy. This will be a key focus within our school in building student learning outcomes.
Applications close Tuesday 5 August 2025 at 11.59pm
Posted
24 July 2025
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