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 with demonstrated experience supporting primary students with additional needs and implementing specialized communication strategies, including declarative language.
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.
Hours: Monday - Friday 9am - 2pm - No school holiday attendance
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.
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Supports the first aid facilities and assists in delivering first aid to students
- Undertakes administrative procedures associated with:
- delivery of various health, counselling, wellbeing and therapeutic services to a school(s)
- health assessments
- delivery of health and wellbeing education and promotion programs in collaboration with school community
- provision of follow-up service for students
- medical alerts and specific medical conditions
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
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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
Montmorency Primary School is a thriving school set near the heart of Montmorency Shopping Village. We have a long tradition of educational excellence in teaching and learning. Our aim is 'To provide a safe, supportive and positive environment embodying quality learning opportunities in order to maximise academic, social and community potential.' We provide a child-centred curriculum that ensures our students develop individual, independent, collaborative, and cooperative learning. Our core values are "Connection, Curiosity, Courage and Compassion". These underpin our goal of "Preparation for Life".
Our state of the art, modern facilities have been designed to allow flexibility in all teaching and learning programs, facilitating collaboration between teachers and students. Operable walls allow the classrooms to open to a central area for co-operative work, which allows for quality interchange between staff and children.
A highly sought-after school, Montmorency Primary has an enrolment of 418 students in 2026. MPS continues to grow in popularity which is reflected in enrolments numbers. MPS employs one Principal, one Assistant Principal, 18 Generalist Teachers, 5 Specialist Teachers and 8 Education Support Staff members. MPS has earned a reputation for connectedness, caring for others, developing individuals, and linking learning to hands-on, engaging experiences. Students are inspired to be curious, resilient, and persistent.
In 2026 we have eighteen grades and have maintained our commitment to small class sizes and excellent adult to student ratios. Teachers are experienced and enthusiastic and are supported by the Montmorency community. Students receive individual learning plans that reflect high-expectations and quality-driven practice from our teachers. MPS has a reputation for high standards in literacy and numeracy, with student achievement data continuing to compare favourably against state and like school group benchmarks. The school has specialist programs in Visual Arts, Performing Arts and Physical Education and offers Japanese lessons in junior years. Our well-established Stephanie Alexander Kitchen Garden Program (SAKG) complements our hands-on learning approach. We provide Kitchen and Garden classes across the school. STEM activities (Science, Technology, Engineering and Maths) relating to the Victorian curriculum promotes real-life, active learning experiences.
Student voice is important to us. We have School Captains, Sports Captains, Environment Captains and ICT Captains as well as Junior School Councillors. Captains and students elected to JSC run assemblies and bring class issues to the fore. Our Grade 5/6 children attend Leadership training to promote the concept of everyone as a learner and leader. Students set personal learning goals each semester promoting independence and self-directed learning. Our 'buddy' program ensures that strong relationships between students of all ages are forged at the start of each year.
Our school grounds are open and inviting, highlighting the natural beauty of our local environment with plenty of varied play spaces. The indigenous nature corridor created by our students with the support of Banyule Council continues to flourish along our Alban Street border, facilitating an understanding of the land and sustainability. We welcome community use of our facilities and remain open to forging links with local government and environmental groups to expand our welcoming, inclusive, and educational environment.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
