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, language knowledge of Karen 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 vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
Bendigo Primary School is situated in central Bendigo. Our school community is diverse, including families that live in close proximity, as well as a number of families from neighbouring suburbs. Our school values are respect, responsibility and kindness.
Our school vision is to empower socially and emotionally competent learners who are motivated, confident and mindful of self and others.
Our teaching staff consists of 8 classroom teachers, 4 Specialist teachers (part time), 1 Literacy Intervention and Support teacher, 1 Learning Specialist and Maths intervention teacher,1 Disability Inclusion/Mental Health Wellbeing Leader, 1 Student Wellbeing officer and 1 Principal. In addition, we have 11 classroom-based Education Support Staff of various time fractions, 1 Garden Program Co-ordinator and 1 Business Manager.
A total of 194 students are enrolled at Bendigo Primary School in 2026 in Grades Foundation to Six. This year, our grade structures are- 1 X Foundation class, 1 x year 1 class, 1 x year 2 class, 1 x year 2/3 class, 1 x year 3/4 class, 1 x 4/5 class and 2 x year 5/6 classes. Aboriginal or Torres Strait Islander students and their culture are valued and recognised through the curriculum, school activities and working in partnership with our KESO. We support our students by implementing a tiered system of supports such as literacy and maths intervention, small speech support groups supported by a DET speech pathologist and members of our ES staff, one to one and small group support from ES staff and referrals to community services when appropriate.
We are committed to providing personalised learning in a supportive community focussed environment. We provide all students with a challenging learning environment and the educational, technological and social skills that enable them to become valued members of the community. The Vic curriculum is delivered in all learning areas with a strong focus on English and Mathematics. Weekly specialist lessons in Art, Music, Chinese Mandarin and Physical Education programs are taught F-6 by specialist staff.
We implement a range of wellbeing and behaviour support programs that support our students to learn how to regulate themselves, to identify a range of emotions, and to feel safe and supported. These programs include Smiling Minds, Zones of Regulation, Resilience, Rights & Respectful Relationships and School Wide Positive Behaviour Supports (SWPBS).
Our specialised Garden program continues to engage students and families and is a much loved, highly valued program in our school. Each class attends a weekly garden class with our Garden specialist and their class teacher. Over the school year, every grade as the opportunity to participate in cooking sessions that connect what we grow, with what we eat. Our Art teacher and gardening specialist work together to plan and run the cooking sessions.
