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.
Full time 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:
- 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.
- Library Operations: Support the effective day-to-day operation of the library, maintaining an organised, welcoming, safe and accessible environment.
- Collection Management: Catalogue, classify, label, cover, organise and maintain books and other library resources, including stocktaking and the removal or repair of damaged and outdated resources.
- Purchasing and Collection Development: Assist with identifying and purchasing books, magazines, digital resources and other materials that reflect student interests, curriculum needs and the College community.
- Loans and Returns: Manage the borrowing and return of resources, maintain accurate records and follow up overdue or missing items.
- Student and Staff Support: Assist students and staff to locate appropriate books, information and other resources and support effective use of the library.
- Displays and Promotion: Develop engaging general and thematic displays that promote reading, literature, curriculum areas, events and College initiatives.
- Reading Programs and Events: Promote and support Book Week, the Premier¿s Reading Challenge, author visits, competitions and other literacy and reading initiatives.
- Library Systems and Administration: Maintain accurate library records and support the effective use of library management systems and associated administrative processes.
- Other Duties: Undertake any other duties as directed that are consistent with the responsibilities of an Education Support Level 1¿2 position and contribute to the effective operation of the College.
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
OUR COLLEGE
Eaglehawk Secondary College (ESC) is a Year 7¿10 college committed to meeting the diverse learning, wellbeing and engagement needs of young people as they prepare for senior secondary pathways, further education, training and employment.
Students from ESC progress to a range of senior secondary pathways, including the Victorian Certificate of Education (VCE) and VCE Vocational Major (VCE VM) at Bendigo Senior Secondary College (BSSC). ESC maintains a strong partnership with BSSC as a member of the Bendigo Education Plan (BEP) cluster of schools.
The College has approximately 570 students drawn from Eaglehawk, Bendigo and surrounding rural communities, with enrolment growth projected towards 700 students. The College was completely rebuilt in 2012 and provides outstanding contemporary learning facilities, including four Learning Communities, a Design and Technology building, Performing Arts Centre, Library, Food Technology facilities, Gymnasium, a purpose-built Innovation Learning Centre supporting STEAM learning, and an onsite re-engagement facility supporting the College¿s Connect Program.
STUDENT ENGAGEMENT
ESC is committed to creating engaging, inclusive and challenging learning experiences that enable every student to participate, achieve and develop as a confident and capable learner. Teachers use a wide range of evidence-informed teaching and learning strategies to respond to students¿ individual skills, abilities, interests and learning needs.
The major features of ESC are:
A broad and balanced curriculum that provides breadth, depth, engagement and challenge.
Personalised learning opportunities that strengthen student voice, agency and ownership of learning.
Targeted literacy and numeracy programs that respond to individual student learning needs.
Applied and practical learning experiences, including VCE and VET opportunities, supported by industry-standard facilities and equipment.
Access to digital technologies through the College¿s 1:1 device program and Bring Your Own Device (BYOD) arrangements.
Programs and initiatives that support Aboriginal and Torres Strait Islander students.
Targeted support and tutoring for Karen students.
The onsite Connect Program, providing flexible re-engagement opportunities for students at risk of disengagement and supporting their continued connection to education, learning and the wider school community.
A Teacher Advisor Program that provides a strong focus on student learning, wellbeing, relationships and engagement.
ICT / eLearning
ESC maximises the use of learning technologies to enhance student engagement, collaboration, communication and access to learning. Students have access to digital devices and online learning platforms that support learning, assessment and the development of digital capabilities.
The College uses Compass as a key platform for communication, with parents and carers able to access information about their child¿s learning, attendance, assessment and progress. Digital technologies are embedded across the curriculum to support students to access, create and share learning in a range of contexts.
RESPONSIVE & INNOVATIVE CURRICULUM
ESC provides a responsive and innovative curriculum designed to engage students and respond to their diverse skills, abilities, interests and aspirations. Teachers use a range of contemporary teaching and learning approaches to ensure students are challenged, supported and able to experience success.
Curriculum initiatives include:
eLearning and digital technologies integrated across the curriculum.
Pathways opportunities including Work Experience and Head Start.
VET and VCE opportunities available to students in Year 10.
Targeted transition programs supporting students with additional needs and those at risk of disengagement as they move from Year 6 to Year 7.
A comprehensive Year 10 transition program supporting students as they prepare for senior secondary education at Bendigo Senior Secondary College.
A broad range of subjects and elective offerings across Years 7¿10.
Curriculum programs aligned with the Victorian Curriculum across English, Mathematics, Humanities, Arts, Science, Languages, Design and Technology, and Health and Physical Education.
Opportunities to access specialist programs through the Bendigo Education Plan cluster, including the Athlete Development Program and STEAM initiatives.
Participation in the RACV Energy Breakthrough program and the Bendigo Instrumental Music Program (BIMP).
PARENT ENGAGEMENT
ESC recognises the importance of strong partnerships between the College, students and their families. Parents and carers receive regular information about student learning, progress, attendance and wellbeing through a range of communication and reporting processes.
These include:
Ready to Learn conferences at the beginning of the school year and Parent/Teacher/Student interviews throughout the year.
Progressive assessment and reporting information available through Compass for individual units of work.
End-of-semester reports providing information about student progress against the Victorian Curriculum.
Course counselling and subject selection processes to support students in Years 8¿10 to make informed decisions about their learning and future pathways.
Regular communication with families regarding attendance, learning, wellbeing, achievements and opportunities for student participation.
COLLEGE FACILITIES
ESC was designed and built to accommodate long-term enrolment growth and provides modern, flexible facilities that support contemporary approaches to teaching and learning.
The College¿s design supports:
Personalised learning opportunities for every student.
A curriculum that provides breadth, depth, engagement and challenge.
Applied and practical learning experiences across a range of curriculum areas.
Every student having access to a Teacher Advisor who supports wellbeing, mentoring, engagement and academic development.
Indoor and outdoor learning environments that extend opportunities for learning beyond traditional classrooms, including programs such as GROW.
Student leadership and participation opportunities through student leadership and activities.
Partnership programs with organisations and tertiary providers, including La Trobe University, Bendigo.
A comprehensive College Production and opportunities for students to participate in the performing arts.
SUPPORTING ALL STUDENTS
The College¿s contemporary facilities provide the capacity to deliver a diverse curriculum, including STEAM, project-based learning, applied learning and specialist programs.
Flexible learning environments enable students to work collaboratively, develop independence and build positive relationships with their teachers and peers. The College is designed to support the academic, social and emotional development of all students and to provide learning environments in which every young person can experience success.
LEARNING COMMUNITIES
The College¿s four Learning Communities provide flexible, connected environments that accommodate students across the core curriculum and provide a strong base for student management, wellbeing and engagement.
Small teams of teachers work closely with students through the Teacher Advisor (TA) structure, providing consistent relationships, mentoring and support. This approach contributes to a strong culture of connection, high expectations, effort and achievement.
Flexible learning spaces support a range of teaching and learning approaches and enable the effective integration of information and communication technologies. The design of the Learning Communities allows for effective supervision while also providing social and collaborative spaces where positive relationships can develop.
Learning Communities also include:
Studio classrooms designed to support a range of class sizes and learning approaches.
Interview and meeting spaces that can also be used for small-group learning and collaboration.
Breakout spaces that support targeted teaching, individual learning and small-group activities.
Specialist Arts and Science studios.
Links to specialist facilities for Design and Technology, Health and Physical Education and Performing Arts.
Flexible spaces that support collaborative, project-based and personalised learning
