SC1 Demonstrated experience and skills in a nursing or first aid role to meet the first aid and special needs of children, staff and visitors in the school.
SC2 Demonstrated ability to organise and manage medication requirements for students, including ensuring adequate supplies, timely delivery and complete relevant data entry.
SC3 High level written and oral communication and interpersonal skills when dealing with students, parents, staff and broader members of the school community.
SC4 High level ability to work cooperatively and to a professional standard with all members of a school community - parents, students and staff.
SC5 Demonstrated experience and a comprehensive knowledge of the treatment of Diabetes, Anaphylaxis, Allergies and Asthma.
SC6 Demonstrated understanding of the individualised needs of students with an autism spectrum disorder and the ability to implement inclusive practices.
[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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Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
- Provide administrative support to external service providers as required.
- Manage the processing of student admissions, registrations, enrolments and transfers.
- Provide required level of administrative support for school events, functions and projects.
- Implement induction programs for new staff, volunteers and other workers to the school.
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
Montmorency Primary School is a thriving school set near the heart of Montmorency Shopping Village. We have a long tradition of educational excellence in teaching and learning. Our aim is 'To provide a safe, supportive and positive environment embodying quality learning opportunities in order to maximise academic, social and community potential.' We provide a child-centred curriculum that ensures our students develop individual, independent, collaborative, and cooperative learning. Our core values are "Connection, Curiosity, Courage and Compassion". These underpin our goal of "Preparation for Life".
Our state of the art, modern facilities have been designed to allow flexibility in all teaching and learning programs, facilitating collaboration between teachers and students. Operable walls allow the classrooms to open to a central area for co-operative work, which allows for quality interchange between staff and children.
A highly sought-after school, Montmorency Primary has an enrolment of 418 students in 2026. MPS continues to grow in popularity which is reflected in enrolments numbers. MPS employs one Principal, one Assistant Principal, 18 Generalist Teachers, 5 Specialist Teachers and 8 Education Support Staff members. MPS has earned a reputation for connectedness, caring for others, developing individuals, and linking learning to hands-on, engaging experiences. Students are inspired to be curious, resilient, and persistent.
In 2026 we have eighteen grades and have maintained our commitment to small class sizes and excellent adult to student ratios. Teachers are experienced and enthusiastic and are supported by the Montmorency community. Students receive individual learning plans that reflect high-expectations and quality-driven practice from our teachers. MPS has a reputation for high standards in literacy and numeracy, with student achievement data continuing to compare favourably against state and like school group benchmarks. The school has specialist programs in Visual Arts, Performing Arts and Physical Education and offers Japanese lessons in junior years. Our well-established Stephanie Alexander Kitchen Garden Program (SAKG) complements our hands-on learning approach. We provide Kitchen and Garden classes across the school. STEM activities (Science, Technology, Engineering and Maths) relating to the Victorian curriculum promotes real-life, active learning experiences.
Student voice is important to us. We have School Captains, Sports Captains, Environment Captains and ICT Captains as well as Junior School Councillors. Captains and students elected to JSC run assemblies and bring class issues to the fore. Our Grade 5/6 children attend Leadership training to promote the concept of everyone as a learner and leader. Students set personal learning goals each semester promoting independence and self-directed learning. Our 'buddy' program ensures that strong relationships between students of all ages are forged at the start of each year.
Our school grounds are open and inviting, highlighting the natural beauty of our local environment with plenty of varied play spaces. The indigenous nature corridor created by our students with the support of Banyule Council continues to flourish along our Alban Street border, facilitating an understanding of the land and sustainability. We welcome community use of our facilities and remain open to forging links with local government and environmental groups to expand our welcoming, inclusive, and educational environment.
