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.
[Attendance requirement for this position]
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.
- 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.
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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
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Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
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Maintain and update office records, enrolment data, diary records, and basic written records
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Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
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Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
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Coordinate the delivery of administrative services within the school
In consultation with the principal, determine and manage work priorities within the school office
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Coordinate the implementation of requisitioning, purchasing and issuing procedures
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Manage client reception and office operations
Liaise with school staff in regard to support requirements
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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
Parkdale Secondary College is a large, co-educational government secondary school located in the bayside suburb of Mordialloc in Melbourne¿s southern metropolitan region. The College has a strong reputation as a community-focused neighbourhood school of choice that values high expectations, strong relationships and a clear focus on learning.
The College has an enrolment of approximately 1300 students in Years 7¿12 supported by the principal team, consisting of the Principal and three Assistant Principals, over 110 teaching staff (including 11 Leading Teachers and 4 Learning Specialists) and 40 skilled education support staff. Parkdale Secondary College proudly serves a diverse and engaged community and continues to experience strong enrolment demand.
Our vision is ¿Challenging our community to strive and achieve.¿ This vision reflects our commitment to building an aspirational culture where students are supported to work hard, take pride in their learning and strive for personal excellence all while contributing positively to the community to which they belong.
Student expectations and the culture of the College are guided by the Parkdale Principles: Purpose, Preparation, Punctuality, Participation, Perseverance and Probity. These principles underpin the way students approach their learning and interactions and are explicitly developed during a students¿ time at the college.
Teaching and learning at Parkdale Secondary College is underpinned by a clear and consistent instructional model that emphasises explicit teaching, purposeful practice and regular feedback. Teachers work collaboratively to analyse student learning data, refine curriculum and strengthen classroom practice to ensure every student is both supported and challenged. A strong focus on student agency, structures and high expectations helps students develop the knowledge, skills and habits needed for success.
The College offers a broad and engaging curriculum across Years 7¿12. The junior years focus on building strong foundations in literacy, numeracy and knowledge and skills across domains, while the senior school provides flexible pathways including the Victorian Certificate of Education (VCE), VCE Vocational Major and Vocational Education and Training (VET) programs.
Students can also access a range of enrichment opportunities including the Arts Enrichment Program, the Elite Sports Program, and the Science, Technology and Engineering Program, allowing students to extend their interests and talents beyond the core curriculum.
The College is committed to developing strong community links and partnerships at the local, national and international levels in order to extend the range of opportunities for students and to provide the most stimulating and dynamic learning environment. Local community links include feeder primary schools, local Rotary Clubs, and the Mordialloc Community Centre. Internationally the College has enjoyed a 24-year sister school relationship with Osaka Nishi School in Japan. Osaka Nishi was a part of an amalgamation of four schools in the same prefecture into one school Owa High School. In 2025 our sister school relationship continued with Owa High School.
Student wellbeing is central to the work of the College. A comprehensive wellbeing framework, supported by a dedicated wellbeing team, ensures that students are known, supported and connected throughout their schooling.
Through strong partnerships with families and the wider community, Parkdale Secondary College continues to build a culture where students are challenged to strive, achieve and take pride in their learning and future pathways
