Overview
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1489387
Selection Criteria
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
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
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
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
Vision
Our globally diverse school community works together to nurture engaged, socially responsible and resilient learners. Students are empowered to experience challenge, develop independence and achieve success.
Our practice:
- places students at the centre of all decision making.
- is always informed by evidence and research.
- includes high expectations of our students, staff and community.
- creates a safe, inclusive learning environment for everyone.
Values
Our school values reflect the beliefs we hold about how our students learn, how our school operates and how we relate to one another:
Respect: Considering others, their property and the environment
Responsibility: Being reliable, resourceful and owning your actions
Honesty and Integrity: Being fair and trustworthy
Commitment: Persisting, giving your best and bouncing back
Location and Environment Highvale Primary School is located within the City of Monash in Glen Waverley in a leafy, park like setting. The school was established in 1969 and is an integral part of the local area. The school has a current enrolment of 360 students many of whom come from families who speak a language other than English, particularly Mandarin, enriching the cultural diversity of the school.
Highvale Primary has a shared vision and purpose, common language and shared, evidence-based expectations of teaching for learning. Our culture is built upon our School Values and has a focus on continuous improvement. A supportive collegiate environment enhances student learning and teaching practice.
Our schools guaranteed and viable curriculum includes a focus on English, Mathematics, Science, Health and Humanities and the Victorian Curriculum Capabilities. Our specialist program includes German and Mandarin as our Languages, specialist Physical Education, specialist STEAM (Science, Technology & Engineering, Arts, Mathematics) program, Performing Art and our whole school Response to Individual needs (RTI) program. Student empowerment, personalised, and digital learning further enhance engagement and are central to exemplary student outcomes and connectedness. Each teacher is required to actively participate in all meetings and work as an active member of their Professional Learning Team. Central to this is each teacher¿s strong commitment to whole school professional learning including active participation in the PLC inquiry approach. Explicit norms and protocols exist to ensure clarity of purpose, roles, collective expectations and to support collaborative planning and work. Participation in the broader school program including lunchtime and extra-curricular enrichment programs such as sport, debating and choir and before or after school activities and community events is an expectation.
Our commitment to child safety and our school values of respect, responsibility, honesty and integrity, and commitment are an essential part of the school¿s ethos and underpin our approach in all areas. Highvale Primary School complies with all Child Safe Standards as described in Ministerial Order 870. A copy of our Child Safe policy and Child Safe Code of Conduct can be found at www.highvaleps.vic.edu.au/school-policies . All staff members, volunteers and contractors are required to comply with the Ministerial Order 870, the Highvale Primary School `Child Safe policy and Code of Conduct. Applicants are advised that the selection process will involve a rigorous background check including a current Working with Children Check (WWCC) and / or VIT registration status.
As well, our school wide Positive Behaviour for Learning (PBL) approach provides the framework to proactively develop and support student wellbeing across the school. Restorative practices, our cross-age Buddy program and a focus on student voice are central to this approach. Student voice includes regular feedback to teachers regarding the learning program by students. Parents are warmly welcomed into each classroom and actively support the daily learning program at all levels of the school.
Applications close Wednesday 3 September 2025 at 11.59pm
Posted
22 August 2025
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