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 may include:
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Provides routine support for teachers including assisting with planning of student routines
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Supports communication between teachers and parents
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Communicates with teachers on routine matters related to students and/or other responsibilities
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Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
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Communicating with student/s to support comprehension of basic tasks and information
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Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
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Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
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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
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Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
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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
Applicants must:
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include a cover letter
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CV with referees
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address all selection criteria
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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
Sale Primary School is based in the town of Sale in Gippsland 200kms east of Melbourne. Known locally as 545, the school was established in 1853 and has occupied its current site adjoining historic Victoria Park near the city centre since 1883. The school continues to draw pupils from the city itself and from outlying areas including the R.A.A.F. Base at East Sale and currently has an enrolment of approximately 465 students.
545 prides itself on being a supportive, friendly and caring school. We have a happy, relaxed community atmosphere that fosters a strong and active partnership between students, staff, parents and the local community. The traditional Maypole Dance, performed each year since 1893 by senior pupils at the annual Garden Party, symbolises the link between our school and the community that has developed over a number of generations. The warm feeling of "belonging to 545" is evident in the children, parents and teachers working cooperatively in the education of our children.
At 545, we place considerable emphasis on ensuring that we are providing a safe and caring environment for everyone involved in our school. All of the school's activities are-developed in consideration of the identified school values of:
Respect Learning Belonging
Schooling takes place in a combination of old and new buildings including a modern open plan-learning centre that supports the learning of 7 classes. Each classroom is equipped with multiple networked laptop computers as well as an interactive TV. These general-purpose learning spaces are further-supported by specialist learning spaces for art, music, physical education, science, library and AUSLAN programs.
Student wellbeing and engagement has been an area of significant focus for the school, underpinned by a traffic light analogy as follows:
Green light behaviours - positive behaviours that are rewarded
Orange light behaviours - disruptive behaviours that require students to take responsibility for
Red light behaviours - serious breaches in behaviour that require adult intervention and consequences.
Sale Primary School provides a broad curriculum that ensures opportunities and successes for all children within a safe and orderly environment. We promote excellence in learning by providing quality programs that challenge and interest all students, and foster self-esteem, confidence, independence and cooperative skills. Sale Primary School operates 20 classrooms in 2026 consisting of 3 x Foundation, 6 x Junior school classes, 6 x Middle school classes and 5 x Senior school classes.
Our teachers have a strong culture of professional development which is evident in team planning and the use of data to enhance teaching and learning. The school is committed to continual development of all learners within our school, both students and teachers. We place considerable emphasis on the building of strong, professional relationships and developing the capacity of all teams within our professional learning community. We value the expertise and experience all staff members bring to our school.
The school's teaching staff are organised into Professional Learning Teams (PLTs) aligned to the Victorian Curriculum levels. These PLTs support the teaching team via; team approaches to develop curriculum, yearly overviews, regular team meetings and team professional development sessions. Classroom teachers plan learning programs with teams released simultaneously via the school's specialist timetable.
All students have the opportunity to participate in a range of extra-curricular activities including a swimming program, camps & excursions, band & choir, Perceptual Motor Program, and house sports in cross country, swimming and athletics.
