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.
Monday - Friday 9am - 3.30pm
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
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
Darnum Primary School is a thriving rural school located approximately 7 kilometres east of Warragul, in the picturesque township of Darnum. With a current enrolment of 178 students, the school has a proud history of educating the local community for well over 100 years. Set amongst rolling green farmland with views towards Mount Worth, Darnum Primary School provides a welcoming and engaging environment for students and families from Darnum, Warragul and surrounding areas.
The school operates across eight classrooms, with single year levels in Foundation to Year 2, and composite classes from Years 3 to 6. A committed and professional team of staff work collaboratively to support student learning, wellbeing and engagement, ensuring that every student is known, valued and supported to achieve success. As part of the school¿s improvement architecture, a dedicated School Improvement Team (SIT) drives whole-school priorities. This includes a Learning Specialist focused on instructional coaching, a Mental Health in Primary Schools (MHIPS) and Student Engagement Leading Teacher, and Literacy and Numeracy Leaders who guide curriculum development and evidence-based practice across the school. Alongside this team we also have a Disability Inclusion Coordinator.
Our Vision of Darnum Primary School is 'an active and inclusive learning community of visible learners who strive to be the best they can be academically, socially and emotionally'. The school¿s values of Friendship, Respect, Organisation, Growth and Safety (FROGS) underpin all aspects of school life and are explicitly taught and modelled to develop confident, respectful and resilient young people.
Teaching and learning at Darnum Primary School is grounded in evidence-based practice, with a strong focus on explicit instruction in literacy and numeracy. Staff use data-informed practices to design targeted and responsive learning experiences that support growth for every student. There is a clear commitment to continuous improvement, with a focus on building strong foundations and extending students to achieve their full potential.
Student wellbeing is a key priority, supported through a whole-school approach that promotes inclusion, engagement and positive relationships. The school has an established partnership with The Resilience Project, which enhances the delivery of the Respectful Relationships curriculum and supports students to develop emotional literacy, resilience and positive mental health. A range of lunchtime clubs are offered throughout the week, providing students with additional opportunities to connect, explore interests and build a sense of belonging.
In addition to its core learning programs, Darnum Primary School offers a comprehensive specialist program including Physical Education, Japanese, Visual Arts, Music and STEM. These programs enrich student learning and provide opportunities for creativity, physical development and global understanding.
To support busy families, Darnum Primary School offers a school council-run Outside School Hours Care (OSHC) program, operating daily for both before and after school care. This program provides a safe, supportive and engaging environment for students beyond school hours, further strengthening the school¿s commitment to meeting the needs of its community.
Darnum Primary School values strong partnerships with families and the wider community, recognising that these connections are vital to student success. Parents and carers are actively encouraged to engage in school life and contribute to a positive and supportive learning environment where student achievement is celebrated.
Through its strong academic focus, commitment to wellbeing, and deep community connections, Darnum Primary School provides a high-quality and inclusive education that prepares students with the skills, knowledge and dispositions to thrive now and into the future.
