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:
-
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.
Responsibilities may include:
-
Provides routine support for teachers including assisting with planning of student routines
-
Supports communication between teachers and parents
-
Communicates with teachers on routine matters related to students and/or other responsibilities
-
Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
-
Communicating with student/s to support comprehension of basic tasks and information
-
Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
-
Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
-
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
-
Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
-
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
This position is 5 days each week, 9:00am to 3:30pm.
-
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
Birralee PS is committed to providing a safe, supportive, and inclusive environment for all students, staff, and members of our community. Our school recognises the importance of the partnership between our school, and parents and carers to support student learning, engagement, and well-being. We share a commitment to, and responsibility for creating an inclusive and safe school environment for our students.
Birralee PS¿s vision is to empower students to be confident, curious learners who feel supported and able to meet the challenges at school and beyond. Our purpose is to provide students with skills, abilities, and attributes to sustain ongoing learning, and to be successful and effective contributors to their future society.
We aim to provide a safe, supportive, and inclusive educational environment where students have the right to fully participate in all learning and activities. The school community will support, enable, and encourage students to achieve the best learning growth and personal successes that they are able to accomplish.
Our School Declaration encapsulates our shared beliefs about our principles and is learned by all students in order to assist them to recall the agreed values of our school.
The School Declaration (below), is recited each week at an assembly:
¿At Birralee we learn to live and work together, to show care and kindness,
To behave with integrity, to be respectful and responsible, and strive to achieve our goals¿
Future Directions
Our school¿s future will be centred on excellence in teaching, learning, and behaviour, guided by evidence-based practice and shared values. We will fully implement VTLM 2.0, ensuring a consistent, high-quality learning experience across all classrooms. A schoolwide positive behaviour management program, inspired by the work of Tom Bennett and the behaviour curriculum, will be embedded to promote a calm, focused, and respectful learning environment. Teaching practice will continue to be grounded in the science of learning and cognitive load theory, ensuring lessons are structured to maximise understanding and retention. Our commitment to explicit teaching will be strengthened through the continued use of the Spalding Language Arts model, supporting strong literacy outcomes. High expectations will apply to students, staff, and parents, with all members of our community upholding our core values of care and kindness, integrity, and respectful and responsible behaviour. Together, these priorities will cultivate confident, capable, and well-rounded students prepared to thrive academically and socially.
Learning
There is an opportunity to improve the use of data to inform point-of-need teaching, to differentiate and sufficiently challenge and extend students in their learning. Consistent and thorough application of VTLM 2.0 in all classrooms, incorporating daily review, checking for understanding and teaching at point of need is essential. We commit to:
Improving the learning growth of every student,
Building knowledge of and capabilities of staff to deliver evidence-based differentiated classroom practices,
Building capabilities for accurate data analysis and understanding across the school, to drive whole-school improvement,
Student Wellbeing
Ours is a school comprised of a diverse student, teacher, and parent community, as such we remain committed to diversity and inclusion throughout all aspects of school life. Our work in this area will be to establish and embed an agreed schoolwide approach to student well-being and behaviour management.
We commit to:
Developing resilient students who display a growth mindset, and exhibit behaviours, and attitudes that reflect school values.
Developing, implementing, and embedding a school-wide positive behaviour program.
Enhancing teacher capabilities to implement High Impact Wellbeing Strategies (HIWS).
Strengthening learning partnerships through the provision of quality feedback mechanisms with all stakeholders.
Birralee Primary School was established on this site in 1970. From 2008 to 2013 enrolments remained in the low 160s but since then, growth has been rapid. In 2026 we expect our enrolment to be around 580 students. The Department of Education¿s Long-Term Enrolment (LTE) figure for Birralee PS is 700 to 725. There is a great deal of building construction in our area, with single homes being replaced by multiple dwellings.
We host a Pre-School to Foundation Transition Program to provide opportunities to familiarise future students with their new school. Many parents who are new to the school hear of us from friends, are recommended by childcare and pre-schools, or have researched our school on the internet, a number moved house specifically to be in our zone.
We have moved to electronic communication, (email alerts, apps for parents' smartphones, etc.) rather than paper newsletters, enabling better and more direct communication between school and parents. Our intention is to streamline administration by moving tedious work to online platforms wherever possible e.g. timetabling, class placements, daily organisation, administrative forms, leave applications, excursions, camps etc. in an effort to reduce workload for teachers, allowing them to concentrate on teaching and learning ¿ our raison d¿etre.
The school uses the Spalding Language Arts Program ¿ a specialised and explicit method of teaching literacy, which has proven very effective. There are high expectations set for all students at Birralee in all areas of achievement.
Our students come from a wide variety of family nationalities and religions. is 0.1238 - a very high socio-economic demographic. The School Family Occupation and Education (SFOE) index has trended down from 0.1321, 5 years ago and is now 0.1238. Our parents are highly educated with close to 90% holding bachelor¿s degrees or higher.
The school is highly advantaged, with only 2% recorded as disadvantaged.
We have an increasing number of EAL students enrolling at Birralee. Over the past 5 years the number of EAL students has risen from 45% in 2021 to 56% in 2025 -a trend that we expect to continue into the future.
The school has a 50% male/female distribution of students.
Twenty-six (5%) of our students are listed in the NCCD as requiring extensive and substantial adjustments.
Twelve students (2%) have equity funding
In 2026 staffing will comprise 1 principal, 2 assistant principals, 24 classroom teachers, 2 part-time art teachers, 2 part-time Mandarin teachers, 1 physical education teacher, 1 part-time music teacher, 1 part-time performing arts teacher, 1 part-time English as an additional language teacher, , 10 integration aides, 1 library assistant, 1 part-time maintenance technician, 1 part-time gardener, 1 office manager, and 1 office assistant. We have two Leading Teachers, one leading Literacy, the other leading Numeracy.
We will have 24 classes: 4 x Foundation, 4 x Year 1s, 4 x Year 2s, 3 x Year 3s, 3 x Year 4s, 3 x year 5s and 3 x Year 6s. The specialist subjects taught will be Music, Performing Arts, STEM, Visual Art, Physical Education, and Mandarin.
There are 12 students who receive funding under the Students with Disabilities Program: predominantly for autism, severe language disorder, and intellectual disability. An additional number of students who do not qualify for funding (see equity funded and NCCD variation above) are given extra assistance.
We identify students who work well above their year level (2 years or more). Support aims to engage these students to cater to individual abilities and interests within their classrooms. There is an expectation that teachers know the abilities of their students well and therefore cater to them in all lessons through differentiation. A number of our senior students take part in the Victorian High-Ability Program (VHAP) aimed at high-ability students in Years 5-8.
Our work on the VTLM 2.0, formative assessment, and our deepening understanding of the science of learning, will enable teachers to challenge students at their point of need, whether that be well above or below expected year level achievement.
Opportunities exist for Year 6 students in captaincy and leadership roles. Students from Year 6 also have the opportunity to represent the students on our Junior School Council.
Our performance arts focus is extensive with many opportunities to develop public performance and delivery skills through speaking, debating, a dance program, choirs, musical instrument instruction, band, a junior and senior musical soiree, weekly assembly performances and an annual whole school production.
Students also have extensive opportunities in the sporting and physical education area with dedicated weekly P.E. lessons, a swimming carnival, swimming lessons, school inter-house athletics, swimming and cross-country carnivals, inter-school sports days, tennis lessons, gymnastics lessons, and a variety of sports clinics throughout the year
The school has a strong commitment to the school-home partnership. There are many opportunities for parents to be involved in school: volunteering in class, on excursions or community events, or as a member of the school council or subcommittee of the council. Our PFA provides magnificent assistance to the school by organising many activities throughout the year such as the family fun night, fathers¿ and mothers¿ day breakfasts, trivia night, family disco, etc. PFA welcomes new families into the school and is very active in our Foundation orientation program each November.
The school's main challenges in the future remain:
The changing demographic as an increasing number and percentage of children of EAL and other cultural backgrounds enroll,
The wide range of abilities in classrooms,
Ensuring the maintenance, consistency, and fidelity of the school's high teaching and learning standards.
Full and consistent implementation of VTLM 2.0
