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:
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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.
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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
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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
Rosebud Primary School, located on the picturesque Mornington Peninsula, stands as a distinguished school within the Victorian Government school system. As a focal point of our community, we consistently imbue our educational endeavours with the foundational values of honesty, effort, attitude, respect and teamwork. Central to our mission is the cultivation of gratitude and empathy, which serves to fortify our students' resilience in the face of challenges.
Guided by our overarching principles of Agency and Personalisation, we are steadfast in our commitment to supporting every student in their journey towards success, equipping them with the essential skills necessary for their holistic development. Our ethos revolves around fostering a culture of aspiration, curiosity, creativity and critical thinking, creating an environment where students feel empowered to tackle challenges, pursue their passions and actively contribute to their communities.
In our pursuit of educational excellence, Rosebud Primary School is dedicated to nurturing a dynamic learning environment, where each student is guided to realise their full academic, social, and emotional potential. Through a robust performance and development framework, our teachers engage in continuous improvement aligned with our school strategic plan and annual implementation plan. Collaborative efforts among educators within year-level teams, under the guidance of coordinators and leadership, exemplify our unwavering commitment to achieving excellence at every level.
We place significant emphasis on professional growth, ensuring that our staff are equipped with the latest pedagogical insights and best practices. Our instructional model emphasises personalised learning experiences, with the Learner Cycle framework empowering students to take ownership of their educational journey.
At Rosebud Primary School, student leadership is not only encouraged but actively nurtured, beginning from Year 3 and continuing through to Year 6. Through initiatives such as our Junior School Council, students are empowered to have a meaningful voice in shaping the direction of our school community.
Our comprehensive curriculum extends beyond the academic realm to encompass specialist programs in physical education, arts, music, STEM and Japanese, ensuring a well-rounded educational experience for all students. A rich tapestry of enrichment and extracurricular activities, including sports events, music lessons, lunchtime clubs and community festivals, further enriches the educational journey of our students.
Our school's infrastructure, featuring interconnected open classrooms and expansive grounds, fosters a conducive environment for learning and exploration. We take great pride in maintaining a welcoming, safe and inclusive atmosphere through the implementation of School-Wide Positive Behaviour interventions.
With a thriving student population of 560 in 2025, Rosebud Primary School continues to experience remarkable growth, a testament to the quality and impact of our educational programs. Our strong partnership with parents and the wider community, exemplified through the active involvement of School Council sub-committees and fundraising initiatives, underscores our collective commitment to excellence and the well-being of every member of our school community.
Rosebud Primary School remains steadfast in its dedication to upholding the principles of HEART (Honesty, Effort, Attitude, Respect, Teamwork) in all facets of our educational endeavours, ensuring that each student is equipped with the skills, knowledge and values necessary to thrive in an ever-changing world.
