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.
This position is full-time with an expected attendance of 38 hours per week.
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.
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
Bell Primary School is a dynamic and community-focused school with a 2026 student enrolment of 467 students. The school is proud of its long history of providing education in the Preston community since its establishment in 1928. The pleasant, well-maintained school grounds enhance our learning programs and provide a hub for community activities. Bell Primary School is committed to building active student and community involvement ¿ a philosophy that underpins a range of programs and bodies within the school.
The school prioritises the core areas of Literacy, Numeracy and Curiosity with a focus on building consistency of practice through implementing our agreed-upon teaching and learning model. As a professional learning community, we continue to focus on enhancing teaching and learning practices and improving student achievement outcomes through data-driven planning in collaborative teams.
An emphasis on high impact teaching strategies, including differentiation and providing additional support and extension, is central to our approach to teaching and learning at Bell. A tutoring/intervention program is continuing in 2026 to provide identified students with targeted and precise learning support. The school offers a Tier 2 Social and Emotional learning intervention program to support the wellbeing of particular students according to identified need.
At Bell Primary, we implement Berry Street Educational Model (BSEM) strategies. BSEM is based on proven positive education, trauma-informed and wellbeing practices that enable students¿ academic and personal growth. The BSEM comprises five domains or `pedagogical lenses¿: Body, Stamina, Engagement and Character, all anchored by Relationships. BSEM, along with Respectful Relationships, Rights and Resilience, form the basis of the school's social emotional curriculum that's explicitly taught throughout the year. As part of our Start Up Program, the first week of the school year is spent setting the tone in each room with a strong emphasis on values and developing effective routines and relationships.
Specialist subjects for Visual Arts, Music, Physical Education, STEAM and Language (Italian) are delivered weekly to all grades.
Students also have opportunities to develop leadership skills through involvement in forums such as Junior School Council, Sustainability reps and an extensive Grade 6 Leadership program. Bell offers a range of extra-curricular activities as part of its commitment to supporting student engagement, wellbeing, motivation and interest including interschool sport, camps, senior vocal ensemble and rock band, art extension classes, as well as offering a number of instrumental music lessons by external providers. Staff also offer a range of lunchtime clubs at various times of the year, some of which lead to school representation opportunities such as debating and Tournament of Minds.
Our school encourages students to operate independently and co-operatively, to be valued and value others and to take pride and pleasure in participation and achievement.
Our vision and values underpin all decision making and guide the behaviours and attitude of all members of the Bell Community:
Vision
Bell Primary school is a caring community that fosters a love of learning in young people. At school and beyond, students are confident to think critically and empowered to thrive in a rapidly evolving world.
Values
Resilience: As learners, we embrace a challenge and don¿t give up. We can overcome obstacles and bounce back from difficult situations.
Creativity: We are open to novel ideas and explore new ways to solve problems.
Curiosity: We are excited to explore new and challenging ideas.
Collaboration: We work together to share ideas and knowledge to achieve a common goal.
Respect: We foster a culture in which people feel safe to be themselves and are inclusive of others. We take care of our environment and enjoy the wonders it offers.
