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:
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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.
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Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
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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.
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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 include:
¿ Administrative duties, including Compass notes on specific students and maintaining accurate records.
¿ Providing support to teachers in behaviour management programs, learning support programs, working with students on a regular basis where teachers/specialists are available only at intervals for reporting and review.
¿ Supervision of small groups of, or individual students, undertaking specific learning activities designed by a teacher, where the teacher is not in the adjoining room but is available to be called on if needed.
¿ Conducting reading groups, maths groups, art activities, and sports activities, including the gathering of applicable resources, in cooperation with teachers.
¿ Supervision of students on the playground, bus, during sporting activities and school excursions/camps in partnership with a teacher.
¿ Contributing to the welfare, health and safety of students including the delivery of first aid as required.
Assisting students with special needs, this may extend to moving disabled pupils, assisting with positioning, assisting with meals, toileting and dressing of pupils unable to care for themselves.
¿ Maintaining anecdotal records on students for use in reviewing students¿ development.
¿ Displaying respect and empathy for students with high level needs and confidentiality, tact, reliability and sensitively to students and their families.
¿ Management of some teaching/learning resources for individual programs (in collaboration with teachers).
¿ Providing reception and office skills as required. Duties may include handling confidential correspondence; timetabling for students/staff; taking enrolments; producing newsletters; providing accurate and timely answers to requests for information from staff and the general public; data entry using SMS and financial systems.
¿ Managing the printery using appropriate security measures, high level time management and work organisation skills. Produce publications as required, to deadlines negotiated with teaching and administration staff.
Other responsibilities (as required)
¿ Other suitable duties, consistent with the duties and responsibilities of the position as directed by the nominated delegate.
A mandatory requirement of this role is:
¿ In accordance with the Working with Children (Risk Management and Screening) Act 2000 a person is prohibited from working in regulated child-related employment unless the person holds a current Working with Children Check clearance (blue card) issued by Blue Card Services.
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
Foster Secondary College (Foster SC) is situated in Foster and is part of the Corner Inlet Community of South Gippsland. Dairy farming and agriculture are key industries in the area, along with retail, health, construction and tourism. There is a vibrant cafe culture and we are lucky to have skilled artisans throughout the community. The estimated population for Foster and its surrounding area, is 2,273. Foster is approximately 175km from the centre of Melbourne and is ideally located close to the stunning Wilsons Promontory National Park and a range of beautiful local beaches, providing rich opportunities for outdoor learning and recreation.
Our College motto is 'Nihil Sine Labore' which means nothing without hard work. In 2026 Foster SC has 286 students ranging from Year 7 ¿ 12 with an SFOE of 0.37. Our Primary feeder Schools are Foster PS, Fish Creek PS, Toora PS and Welshpool PS. We employ around 40 staff, including a Principal, Assistant Principal, two Learning Specialist, two Leading Teachers, teachers, teacher aides, education support, maintenance and office staff. The staff are very cohesive and united in the aim to develop a strong college community where every individual student is provided with a positive and encouraging environment in which to succeed.
Foster SC, through individualised career pathway counselling and skills education, aims to prepare students for a successful life after school. Our school celebrates student achievement but also student productivity. In 2025, Foster SC was assessed as `high performing¿ in the School Level Report in both learning and wellbeing.
We are the lead school of the South Gippsland Bass Coast Trade Skills Alliance which is a collaborative initiative connecting students, educational institutions, and industry partners to create meaningful pathways into vocational education and training.
Although we are a small school, we provide a diverse range of VCE subjects to meet the needs and interests of most students, including VCE Vocational Major (VM), VET Sport & Recreation & VET Furniture Making. Our Year 7¿10 program is designed to promote a gradual release of responsibility for learning, empowering students to become independent learners while actively engaging in both the school and broader community.
The school prides itself on an excellent culture, characterised by strong relationships, inclusivity, high expectations, and a supportive environment.
