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
This role is an identified position only available for Aboriginal and Torres Strait Islander applicants interested in undertaking the Aspiring Koorie Teachers (AKT) Now program. Confirmation of Indigenous status of applicants may be requested.
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
This position is available to eligible Aboriginal and Torres Strait Islander peoples interested in undertaking the Aspiring Koorie Teachers (AKT) Now program. AKT Now supports candidates to work in Education Support and/or teaching paraprofessional roles while completing formal qualifications. To learn more, visit AKT Now Program.
Candidates participating in the AKT Now program are required to be actively engaged in one of the two study options during their employment:
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Vocational Education Pathway: Candidates must be willing to undertake a Certificate IV in School-Based Education Support course of study.
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Higher Education Pathway: Candidates must already be studying an Initial Teacher Education (ITE) qualification at the level of:
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third or fourth year of an undergraduate degree
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be engaged in postgraduate ITE qualification
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and undertaking a minimum of 50% equivalent full-time study load at the time of assessment.
Participants will be employed in a Victorian government school under a fixed-term contract for 12 months, receive wrap-around support from cultural mentors to assist with completing their studies.
Eligibility
To be eligible, applicants must:
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Identify as an Aboriginal and/or Torres Strait Islander person
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Be willing to undergo merit-based recruitment processes for fixed-term employment with Victorian government schools
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Be a resident of Victoria or an eligible border community
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Be willing to undertake and complete a relevant Certificate IV course of study, OR be an ITE student in their third or fourth undergraduate year or a relevant postgraduate ITE course
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Be undertaking a minimum of 50% equivalent full-time study load at the time of assessment
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Have a current Working with Children Check and Police Check
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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
Echuca College is a secondary school with an enrolment of approximately 600 students. It is located on the border with NSW on the Murray River, combining the urban sophistication of a small city with the charm of Red Gum forests, rural industry, and a thriving tourist precinct. The school vision, Echuca College is a connected learning community that grows through resilience, acceptance and opportunity ensures we maximise all opportunities for our learners. The Echuca College community is guided by the values of Respect, Resilience and Inclusion. At Echuca College we have high expectations for every class, every day for everyone. While most students come from the immediate rural cities of Echuca-Moama, approximately 30% travel along more than twenty bus routes, some travelling an hour each way to access the education provided. Students attending the College are drawn from ten urban and rural feeder primary schools from both Victoria and New South Wales.
At Echuca College we get to know our students as individuals and learning is personalised. We can focus on the development of resilient and respectful learners, destined for success in a constantly evolving world. Echuca College is focused on preparing our students for the future and all students have a home group leader that assists them with developing their `About Me¿ profile. This profile details learning strengths and challenges which enables us to better support the student.
The innovative learning environment at Echuca College is underpinned by high expectations and the use of School Wide Positive Behaviour supports. Our college is structured in year levels across three communities the Campaspe Kookaburras, the Goulburn Kangaroos, and the Murray Turtles. The framework for our positive environment is strengthened by year level leaders who work in these communities and are supported by a team of experienced teachers and student leaders. As a result, a positive and responsible approach to education fosters exemplary values of inclusion, resilience and respect for self and others.
The high standard of education delivered in all areas of the College is tribute to the dedication, intellect and empathy of our teaching and support staff- all whom take collective pride and inspiration from our students. Our Teaching and Learning is guided by our Echuca College Instructional Model and is enhanced by Leading Teachers and Learning Specialists specifically assigned to Curriculum, Wellbeing, Literacy and Numeracy.
Echuca College is large enough to provide a comprehensive curriculum and a range of programs and resources to a wide range of students interests and needs. We have a school wide instructional model that promotes Innovative teaching and learning programs. Staff commitment to ongoing professional learning ensures that Echuca College delivers an exceptional and fulfilling educational experience for every student.
Our senior program offers a comprehensive range of studies within each of the major area of Arts, Humanities, Languages, Health Sciences, Sciences, Technology and Vocational Major. The College is building a strong reputation in all these areas as evidenced by VCE results and the high proportion of students who gain full time employment or pursue tertiary education. Our successful Vocational program has provided senior students through their studies the opportunity to develop strong links with the local community.
Currently as part of the VETis program, we are offering a variety of VET Certificate Courses both on site at Echuca College and through Echuca TAFE. We are involved in the Headstart program where students link work in a school-based apprenticeship with study at school. The College is also a member of the Beacon Foundation, a program that has assisted our students in pathways planning and development in the Echuca area for over 20 years.
Our facilities support an innovative curriculum and with the College being set on 12 hectares it provides plenty of room to move. Echuca College has a `state of the art¿ hockey field that includes 12 tennis courts. In addition to sports fields and a picturesque piazza, our students enjoy a Performing Arts Centre, refurbished double basketball court stadium with squash courts and small gym, Café Learning centre, commercial kitchen, and science centre. Echuca College¿s newly developed STEM facility is setting the standard for innovative learning in the 21st Century.
