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.
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
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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
Social, Community and Demographics:
- Location - in the rural township of Beaufort, population approximately 1,500, within the Goldfields Recreation Reserve precinct.
- One of three schools with secondary students in the Central Network of the Grampians Region, the only secondary college in the Pyrenees Shire.
- Main feeder schools - Beaufort Primary School, Trawalla Primary School, Skipton Primary School, Waubra Primary School, Amphitheatre Primary School, Buangor Primary School
- 2026 enrolment of 200 students. Enrolment growth is anticipated over the next few years. SFO is 0.46
- Around one third of students reside in Beaufort, with the remainder travelling to school by Government contract school bus.
- The school population displays a huge range of abilities and aspirations. The College aims to provide a broad and excellent education that meets a wide range of needs and abilities and retain all students to Year 12.
Educational:
- Structure - traditional years levels with three sub-schools (Years 7 & 8, Middle Years 9 & 10, Years 11 & 12)
- Strategies such as the use of cross-year level ability groupings, extension groupings, accelerated programs and team teaching are used to cater for the needs of all students.
- Low staff-student ratios and excellent relationships between staff and students.
- High student, staff and parent survey results over the last few years show a high level of satisfaction on the part of all groups in the school community. Strength areas include student connectedness and leadership, taking parent concerns seriously, staff consultation and community involvement.
- School size and a diverse student population mean that providing students with a diverse range of learning experiences from our resource base is a major challenge. This is particularly the case in the senior years where there have been changing demands in recent years. VCE Vocational Major has become a popular alternative to the VCE, whilst up to 50% of senior students have undertaken a VET subject.
- Student Engagement and Wellbeing is a high priority, with a strong team that includes Assistant Principals, Year Level Coordinators, School Nurse. Survey data indicates that this area is a strength of the school.
- Flexibility is emphasised, both in terms of timetable structure and teaching approach.
- A program of note is "Community Services", which is run by a teacher in partnership with local community groups.
- Staff - The school has a good balance of staff in terms of age and background. Due to school size, almost every staff member has additional responsibilities.
- Another program of note is Hands On Learning, which is run by a teacher with the intention of incorporating literacy and numeracy into project planning, managing and implementing around the school and community.
Community and Networks
- Parent and community involvement remains strong and parent bodies work harmoniously with staff.
- Membership of the Virtual Schooling Project, Ballarat VET Cluster, and the Pyrenees Network assist the school's ability to provide a diverse curriculum.
- External support agencies (particularly welfare agencies) are used regularly.
- Strong relationships exist with feeder primary schools, particularly for the purpose of grade 6 to year 7 transition.
ICT:
- Regarded by the school as fundamental in broadening the curriculum and enhancing teaching and learning.
- Video conferencing is currently used to broaden our VCE program and link to other schools to extend high achieving students.
- Student to computer ratio 1:1
- Apple TVs added to all classrooms and meeting spaces.
- Strong ICT skills on the part of teachers means that the school is well placed to make use of technology to improve teaching and learning.
Beaufort Education Regeneration Project:
- K-12 education in Beaufort is located on the Beaufort Secondary College site
- The Beaufort Early Learning Centre was officially opened in 2012
- The new Beaufort Primary School building was completed in Term 1 of 2014
- Reconstruction of Beaufort Secondary College was completed in Term 1, 2019
