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.
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 [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
Tecoma Primary School Profile
We aim for development of the whole person as a committed lifelong learner, who embraces self-development, achievement and contribute to their community.
Tecoma Primary School is situated in the foothills of the Dandenong Ranges on Melbourne's Outer-Eastern fringe, central to the township of Tecoma. The school opened as a part time school with Menzies Creek, in a two-room shack called the Pines. The name of the school changed from Upper Ferntree Gully to Upwey, then Belgrave and finally Tecoma in 1961. Since its opening, Tecoma Primary has established a proud history of providing high quality education to students that are drawn predominantly from Tecoma, Belgrave and Upwey.
Tecoma Primary School is an integral part of the community and has developed and maintains an excellent reputation. It strongly emphasises the importance of a close home-school partnership. This emphasis is reflected in the day-to-day involvement of parents in school activities and participation in decision-making. Families are generally very supportive of the school and each other. A genuine feeling of community spirit surrounds the school, with school facilities often being used after hours by other community groups.
The school has 361 children enrolled in 2025 consisting of 16 classes and supported by a specialist program consisting of Music, Art, Science, Japanese and Physical Education.
TECOMA PRIMARY SCHOOL MISSION STATEMENT
Tecoma Primary School strives to create a responsive, cooperative, innovative teaching and learning environment.
We aim for development of the whole person as a committed lifelong learner, who embraces self-development, achievement and contribute to their community.
To deliver a curriculum which has been designed to maximise opportunities for all students to experience learning success and to cater for a range of student abilities and interests.
We strongly promote our school values of personal best, respect, resilience and creativity through example and our student recognition program that rewards positive behaviours.
LEARNING PROGRAMS
Tecoma Primary School provides a balanced and inclusive curriculum, meeting children's academic, social and emotional needs and levels of development.
Following a strong Transition Program from preschool, the school offers a comprehensive and sequential curriculum of which includes Physical, Social and Personal Learning, Discipline Based Learning and Interdisciplinary Learning.
Information Communication Technologies are integrated into classroom practice via a school wide network, which is also supported by interactive televisions to connect to staff laptops, I-Pads and student laptops.
The school provides a wide range of enrichment opportunities including:
- Swimming, sporting clinics, interschool sports, 3 - 6 camping program
- Instrumental and percussion music, recorder, choir, musical productions including whole school production and State School Spectacular every second year
- Prep-Year 5 Buddies, student recognition based around our school values and our mission statement.
- Puberty Education and Public Speaking Unit
- A grade 6 student leadership program where all students have a role, positions including captaincy (School, House, Environment, Library, Science, Music, Computer, Art, Student Action Team and Student Voice) and Junior School Council.
- Curriculum based incursions / excursions
- Whole school commitment to School Wide Positive Behaviour. We have recently achieved Silver status for tier 1.
- Lunchtime activities, running at different times of the year including choir, craft club, Lego club and a variety of sporting clubs.
- Reading Room & Multi Lit Program
- Extension classes and well as tutoring and other assistance programs.
- Environment Club (Veggie Garden and Chicken Coop)
- Before and After School Care Program
FACILITIES
The school is set in a peaceful environment of natural, landscaped grounds and spacious sporting grounds. The school community is proud of and works hard to maintain the attractive physical setting and school facilities. The school has 20 classrooms, some with a teacher office and withdrawal rooms, Art, Japanese, Science and Music rooms, library and a multipurpose hall. We have new innovative learning spaces for all our students to learn in. Our administration team is housed in the original school building, a standing testament to the wonderful history of our school.
The grounds feature two large adventure playgrounds, a vegetable patch and chicken run, a rotunda, 2 sandpits, shade sail covered area, amphitheatre, performing stage and two basketball / netball courts and school oval with running track. Passive play areas with seating abound and attractive planting and shade support the schools Sun Smart policy.
The school staff are enthusiastic, professional and welcoming in their interactions with each other, students and the community. They work cooperatively in the planning and delivery of their teaching and learning programs at each level. Staff members are caring and respectful of student's needs; they endeavour to develop meaningful relationships with students and continually strive to encourage all children to reach their maximum potential.
