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.
5 Days a week attendance.
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:
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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.
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Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
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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.
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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:
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Provides routine support for teachers including assisting with planning of student routines
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Supports communication between teachers and parents
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Communicates with teachers on routine matters related to students and/or other responsibilities
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Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
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Communicating with student/s to support comprehension of basic tasks and information
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Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
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Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
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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
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Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
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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
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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
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.
Point Cook P-9 College continues to embed the vision of `creating tomorrow today¿. Our Mission is to provide opportunities for all members to work collaboratively to access a seamless, personalised, and innovative education. We aim to build a safe and supportive learning environment wherein all members are motivated and challenged to pursue interests and pathways to achieve their full potential. We encourage connections with the community to promote connected, curious, and tolerant global citizens. Point Cook Primary School was established in 1923 and is unique in that it was situated on Commonwealth land within an active RAAF base. The school was initially developed to provide education for the children of RAAF families living on the base but also accepted enrolments from local Werribee South residents.
Point Cook P-9 College was re-located in 2010 to its current site in Point Cook. The College was built under the Private Public Partnership model and has many unique features including state of the art teaching and learning spaces designed in collaboration with Dr Julia Atkin. Our state of the art facility provides the very best in contemporary educational design and promotes active student-centred learning through the creation of adaptable, functional spaces. Our buildings consist of general learning and teaching areas, a Learning Resource Centre/Library, full size indoor gymnasium/basketball court, performing arts/music room, spaces for food technology, design, arts, STEM/technology centre, its very own wetlands, an environmental science room, a Stephanie Alexander Kitchen Garden and a community space managed by the YMCA. The College is in partnership with the YMCA for the provision of childcare facilities. Under the PPP model, the College has been financed, designed and constructed by the private sector to high contractual standards over 25 years, allowing Principals and teachers to focus on student learning, rather than asset management.
Programs offered at the College cater for students in Prep to Year 9. The College specialist programs include: Visual Arts, Performing Arts, LOTE (Indonesian and Japanese), Food Technology, Stephanie Alexander Kitchen Garden, Health and Physical Education, inter-school sport carnivals, ICT, and a Year 8/9 elective program. The College also has an ongoing commitment to Environmental Sustainability Education, Studies of Asia and building international connections and partnerships. The College operates under two Sub Schools - Prep to Year 4 and Years 5-9. Both Sub Schools are led and guided by a Sub School Principal and leadership teams.
Point Cook P-9 College is proud to offer a learning environment that is reflective of 21st century design and is committed to providing our students with innovative teaching approaches. Our staff are caring, passionate people who are committed to providing the best education for all our students. Our aim is to ensure we cater for not only the students academic success but also their wellbeing.
Teams of educators work together to plan and teach a comprehensive curriculum and to provide rich learning environments for all students. Our programs are supported by contemporary resources and the latest research on teaching and learning. Our College provides access to an education that is seamless from Prep right through to Year 9.
The curriculum and teaching strategies encourage our students to have high expectations of themselves. The curriculum at our College is developed using an inquiry approach, where students are encouraged to take an active role in investigating and responding to areas of personal interest. All staff provide explicit teaching of new concepts. The Victorian Curriculum forms a basis for teacher planning and curriculum implementation. A range of extra-curricular opportunities are offered to students, from languages, clubs and sporting activities. The Student Leadership program at Point Cook P-9 College provides students from all year levels with leadership training and skill developments, and there are many opportunities to experience positions of responsibility. Our students relish the opportunity to make decisions, take on responsibility and have an input into the direction of the College. Our specialised engagement programs in Years 7-9 have continued to gain momentum. In 2021 we implemented our first The High Achievers Program (HAP) for year 7s. This program has continued to grow and is very popular within the colleges community. In 2022 the college implemented its first Athletic Development Program (ADP). In 2025 the college implemented our first Creative Arts Program (CAP) for a Year 7 class. We will continue to grow this program into future year levels. We have found the behaviour and engagement levels of students has increased significantly due to these types of programs.
The wellbeing of our students and staff is of the utmost importance to us. The high calibre Wellbeing team, consists of a Wellbeing Assistant Principal, Inclusion Leader, Wellbeing Leader, Mental Health Practitioner, Social Workers, ES- Integration aides. Department of Education staff also provide support and guidance for our students, staff and families and work alongside our Wellbeing team. The College has been designed as a Community Hub and encourages community use and additional community facilities and programs, through a partnership with the YMCA and Community Hubs Australia. The relationships between the staff, students, parents and the community is a fundamental strength of our College. Parent involvement and participation is actively encouraged and greatly valued. The College has well established local and international networks and partnerships with other schools, early childhood and further education settings, community organisations, business and industry to support student outcomes and strengthen student pathways.
