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.
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.
- Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
- Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
- Maintain and update office records, enrolment data, diary records, and basic written records
- Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
- Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Coordinate the delivery of administrative services within the school
- In consultation with the principal, determine and manage work priorities within the school office
- Develop and implement strategies to ensure effective administration procedures
- Coordinate the implementation of requisitioning, purchasing and issuing procedures
- Manage client reception and office operations
- Liaise with school staff in regard to support requirements
- Coordinate staff timetabling
- Undertakes VASS and/or VET administration support
- Supports the first aid facilities and assists in delivering first aid to students
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 [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
Three days per week out of a Monday, Tuesday, Thursday and Friday - there is some flexibility.
While experience within a school environment would be well regarded, we encourage applicants with strong organisational skills, strong digital technology and computer skills and strong communication skills to apply. Support to learn Department of Education systems will be provided on the job.
- 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
Peranbin Primary College is a multicampus school, with three campuses located in North East Victoria. Our vision is to be a community of learners where students thrive. Our mission is to provide an inclusive teaching and learning environment, which supports all students to be successful community members. Our Values are as follows: We CARE about our school, we SUPPORT each other and we TRY our best. The school provides a positive and challenging learning environment based on our college values.
Our campuses are located in Baddaginnie, Strathbogie and Violet Town. Each campus reflects the identity of its community and unique natural environment. In 2026 there are 29 students enrolled across the three campuses, with a small number of Koorie students enrolled at each. Our school population is predominantly from families with British heritage. However some cultural diversity is reflected in a small number of families with Maori, Sri Lankan and Koorie heritage. Currently 25% of students require support for additional learning needs including Autism Spectrum Disorder, ADHD and dyslexia. Across the College the Student Family Occupation and Education Index (SFOEI) sits at around 0.5. This means we receive some equity funding each year to support the socio-economic disadvantage within our communities. The majority of our students arrive at school by car or on foot and there is a bus service at the Strathbogie campus. Our school also receives equity funding through the Small Group Tutoring Program, Disability Inclusion, Mental Health in Primary Schools and Schools Mental Health Funding.
The school is unique in having one School Council and one principal managing the three campuses. A Business Manager and administration officer support the principal in managing the day to day running of the college. The teaching staff are experienced and committed to professional learning, and there are Education Support staff employed at each campus to support students with additional learning needs. We are also fortunate to have funding from the National Student Wellbeing Program to employ a social worker and occupational therapist into 2026. All teaching staff are committed to developing their professional knowledge and leadership capability, with one teacher graduating from the Teacher Excellence Program in 2024. Our school has been a School Wide Positive Behaviour (SWPBS) school since 2023, and we include restorative practice within this to sort out solutions with children when needed
Peranbin Primary College delivers the Victorian Curriculum 2.0 and we use the Sounds Write Phonics Program to teach phonics as mandated by the Victorian Government. This program allows all students to learn how to decode words and sounds to become fluent readers. Our school provides specialist programs in Visual Arts, Library, AUSLAN, Health and Physical Education, Wellbeing - including the mandated Respectful Relationships program. We access extra curricular programs for our students such as the State Library's Young Regional Writer's Program with author Claire Saxby and Ausdance incursions in 2025.
We are proud to be an inclusive school that welcomes students from all cultural backgrounds and with a range of learning needs. We are also proud to be a school which focuses on the future. We constantly review and reflect, so we can improve for our students and families.
