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:
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MEAs are employed by schools to support EAL learners, their families, and the families of other students who require language assistance when communicating with the school. The MEA¿s skills in a language or languages other than English enable them to act as a bridge between the school and families. They can also contribute to making the mainstream curriculum more responsive to Victoria¿s rich cultural heritage and diversity.
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MEAs can assist with:
effective communication between students and teachers in the classroom
integrating EAL learners into school activities by helping them to understand school expectations and goals
assisting teachers to understand the home cultures and the expectations families have of the school and of education in general
assisting newly arrived families to settle into the school community.
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:
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Communicate directly with families, support teachers and student welfare coordinators to communicate with families and link the families with services.
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Support students in the classroom, explain teacher instructions and work requirements.
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Support teachers¿ general communication with students.
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Assist students and their families with the transition from one educational setting to another, for example, by gathering enrolment information.
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Translate basic school notices and communications to the local community.
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Assist with the preparation of permission forms and applications, for example, Youth Allowance or student travel card.
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Act as a resource to develop staff knowledge of the students¿ backgrounds and the issues they face.
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Help to involve parents in school activities and programs.
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
Thomastown Secondary College is a co-educational, Year 7-12 government school in Thomastown, in Melbourne's north - on Wurundjeri Woi-wurrung Country. Established in 1971, the school continues to be culturally diverse with ethnicities represented. Creativity, courage, respect and enthusiasm are among what we value in our pursuit of collaboration and individual excellence, that we hope our students are proud of. We embrace our obligation to contribute positively to the school and wider community.
With 430 students, 38.6 full time equivalent teachers (including a principal and 5 assistant principals) and 13.3 education support staff (including the Business Manager). The school has a Year 7-9 team and a Year 10-12 team with a Year Level Manager at each year level and an Assistant Principal in each team also.
The school is alongside Bubup Wilam Aboriginal and Child Family Centre and Thomastown West Primary School in a precinct on Main Street, neighbouring Thomastown Library and Thomastown Recreation and Aquatic Centre and Edgars Creek.
As at March 2026, the school's Student Family Occupation and Education SFOE Index is 0.5915 (March 2026); the school is in the High band (highest band of social disadvantage). Almost 18% of students have English as an additional language. 2% of students (10) identify as Aboriginal or Torres Strait Islander. Last year's Nationally Consistent Collection of Data on School Students with Disability showed 14% of students (61) require adjustments and possibly support. Feeder primary schools include the co-located Thomastown West PS, Thomastown Meadows PS, Lalor Gardens PS and Thomastown PS. The school is accessed by the Victorian School of Languages classes outside of school hours.
The school has a personalised and small school feel, with all staff knowing students and on a first name basis. Graduates are commonly the parents of new enrolments at Year 7. Year level specific instruction includes English, Mathematics, Humanities, Science, Health and Physical Education, Languages, Technology and The Arts and an elective program from Year 8 that allows students the opportunity further develop skills and knowledge in areas of interest. A genuine sense of community is achieved when every individual feels valued and respected and where the richness of cultural and ethnic diversity is recognised.
At Thomastown Secondary College, students are supported to strive for Individual Excellence in all aspects of their studies and in the way they carry themselves within their school community.
They are curious, creative and enthusiastic about their learning. They are encouraged to be respectful, to work collaboratively and to accept responsibility for themselves.
