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]
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
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Provide routine classroom support to teachers in a primary school environment, including after school care, assisting with the planning and organisation of daily student routines, transitions, and learning activities.
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Support communication between teachers, parents, and carers by relaying routine information in line with school processes and expectations.
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Communicate with teachers about day¿to¿day student needs, learning progress, wellbeing concerns, and classroom matters.
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Provide basic physical care and wellbeing support for younger students, including assistance with toileting, feeding, mobility, and personal hygiene tasks as required.
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Support student understanding by explaining simple instructions, modelling tasks, reinforcing learning concepts, and helping students follow classroom expectations.
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Respond to immediate behavioural needs of individual students in accordance with school behaviour policies, individual behaviour support plans, and duty¿of¿care requirements.
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Provide supervision and learning support for individuals or small groups of up to four students during classroom activities, small¿group rotations, literacy and numeracy sessions, and after school care.
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Assist teachers in coordinating educational programs with minimal supervision, including:
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organising aide rosters, group rotations, and daily schedules
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guiding and supporting other education support staff in routine tasks
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liaising with external service providers (e.g., speech therapists, OTs) regarding clearly defined student support needs
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assisting with communication of student progress, learning goals, and program adjustments
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Provide medical intervention support to students under defined conditions and with appropriate training, following DET guidelines and school procedures.
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Deliver specialised communication support for students and teachers, including the use of AUSLAN, braille, visual supports, AAC devices, or other communication systems required for student access and participation.
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Support the creation of inclusive learning environments by preparing materials, setting up learning spaces, and adapting resources to meet the needs of diverse learners.
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
Warrenheip Primary School is situated on the eastern, urban fringe of Ballarat on a site it has occupied since 1875. The buildings are situated on large, attractive grounds and offer a spacious learning environment for the students. The enrolment is drawn from urban and rural homes; most pupils relying upon family transport to get them to and from school. The Warrenheip educational community has adopted a `multi-aged¿ approach in all aspects of the curriculum. Students take part in structured literacy and numeracy sessions, with a priority to protect these times in our morning and midday sessions. After lunch we deliver our specialist sessions of Art, Music, AUSLAN and PE. In 2026 our grade structure includes a Junior class F,1,2,3 and a Senior class 4,5,6. Students are taught at their point of need for Literacy and Numeracy lessons by utilising our specialist teachers and Education Support staff.
Warrenheip School is a great little school for great little people; we are proud of our traditions and confident of our future.
