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:
- 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
- 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
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Please note that this position requires attendance for 12 hours over 3 days
Thank you for considering working at Boronia K-12 College, located in the outer eastern suburbs. Choosing a school where you will feel supported by the leadership team and your colleagues; but also provided with opportunities to grow your craft through quality professional development and resources, is a pivotal decision for your career.
At Boronia K-12 College, our vision is to create a welcoming environment where everyone feels safe, valued, and respected. A school that is not only supportive and inclusive but one that engages and challenges every student and staff member to foster a love learning and be at their personal best.
Our college is a unique medium-sized school that offers students the opportunity for a continuous educational journey from 3-year-old kinder to Year 12. We combine the benefits of both large and small schools, offering excellent facilities, a broad range of subjects, and co-curricular activities such as camps, student leadership, sports, and excursions. At the same time, we provide strong pastoral care, individualised academic support, and a close-knit community where staff know students and their families well.
In the last 2 years, there have been many positive changes. This includes a new vision and direction supported by a strong narrative for improvement, operationalised by the Strategic Plan (2025 - 2028). Priority areas for the college are to embed our Instructional Model, Professional Learning Communities (PLC) approach, Response to Intervention Model, School-wide Positive Behaviour Support, Respectful Relationships and the Berry Street Education Model believe that one size does not fit all in education.
Our school is divided into three sub-schools (approx. 510 students) to foster strong relationships between students, teachers, and families:
- Junior School: Includes our Early Learning Centre for three and four-year-old kinder and primary years from Foundation to Year 6.
- Middle School: Covers Years 7 to 9, allowing students to personalize their learning with a wide choice of electives.
- Senior School: Encompasses Years 10 to 12, preparing students thoroughly for their chosen pathways with a range of VCE and VET subjects.
Within each sub-school, students receive personalised care from a Learning Mentor Teacher (Years 7 to 12) or a Classroom Teacher (Foundation to 6). They are also supported by our Wellbeing and Careers Teams, including a full-time Director of Wellbeing, School Counsellor, Youth Worker, Chaplain, Adolescent Health Nurse, Primary Wellbeing Leader, Doctors in Secondary Schools program, and Careers Practitioners.
We are proud of the sense of community that we have developed at our college and believe that what sets us apart is the way in which we personalise our approach to each student's education, supporting and extending them to reach their full potential.
Our College wide Instructional Model and Learning Culture, defines the approach we take to teaching and learning. This in seamless transitions for all students. Our curriculum is designed to allow all students to demonstrate their abilities and progress their learning.
Our programs aim to develop the whole child - they become inquiring, knowledgeable and caring young people who want to make a difference, locally and globally.
We are privileged to be able to offer these programs within one of the most impressive school environments in the outer-east. If you are interested to find out more, go to our website, book a tour or give us a call.
