Our school is renowned for its outstanding achievements and high expectations, and we maintain our focus on delivering the highest standards in teaching and learning. Our approaches are continually evolving, guided by the latest evidence-based research, including insights from cognitive science, which helps us understand how students learn best. We refine our teaching practices to ensure our students are well-prepared for the future by integrating proven strategies from trusted research sources such the Australian Education Research Organisation (AERO) - a national evidence body jointly funded by the Commonwealth, state and territory governments.
Our approach to teaching involves explicit instruction, which is fundamental to the development of strong literacy and numeracy skills. Research from cognitive science underscores the importance of structured, focused teaching to help students retain and apply knowledge effectively. From Prep to Year 6, we place a strong emphasis on academic rigour, providing each student with a solid foundation that prepares them for success in secondary school and life beyond. We continuously adapt our methods to integrate new research and best practices, ensuring that our teaching strategies remain at the forefront of educational innovation.
While we are deeply committed to academic excellence, we also recognise the importance of social and emotional development. We embrace evidence-based behaviour support strategies, which create a safe, purposeful, and conducive learning environment. These strategies not only support positive behaviour but also promote emotional wellbeing, ensuring that our students are equipped with the resilience and skills they need to thrive both inside and outside the classroom.
Our dedicated teaching staff work collaboratively to provide a nurturing, structured and focused learning environment, which is essential to unlocking the full potential of every student. We aim to provide all students with equitable access to a well-sequenced and challenging knowledge-rich curriculum, by focusing on quality whole-class instruction, paired with adjustments and interventions for students who need them, and programs to challenge high-ability students.
The time fraction for this role is 18 hours per week, spread across 4 days. Opportunities to vary the hours and working days may be negotiated by mutual agreement. It's common for pre-service teachers in this role to request to work their hours around changing uni schedules. PRE-SERVICE TEACHERS or experienced intervention support staff (eg MacqLit trained) are encouraged to apply. Training will be provided.
SC1 Demonstrated capacity to support students through the delivery of structured small group intervention program to support literacy or numeracy.
SC2 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC3 A commitment to professional learning about how students learn, and the strategies that can support this.
The time fraction for this role is 18 hours per week, spread across 4 days. Opportunities to vary the hours and working days may be negotiated by mutual agreement. It's common for pre-service teachers in this role to request to work their hours around changing uni schedules. PRE-SERVICE TEACHERS or experienced intervention support staff (eg MacqLit trained) are encouraged to apply. Training will be provided.
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
APPLICATIONS MUST INCLUDE A MINIMUM OF THREE (3) LISTED REFEREES WITH SUFFICIENT CONTACT DETAILS.
There's a strong preference for references from school-based staff including teachers and leaders.
The time fraction for this role is 18 hours per week, spread across 4 days. Opportunities to vary the hours and working days may be negotiated by mutual agreement. It's common for pre-service teachers in this role to request to work their hours around changing uni schedules. PRE-SERVICE TEACHERS or experienced intervention support staff (eg MacqLit trained) are encouraged to apply. Training will be provided.
Learning Support ES typically run small group programs after being trained adequately. There may be the option for continued employment in a subsequent contract, depending on school needs.
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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
