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
Albert Park Primary School is an inner-city bayside school in the City of Port Phillip. It is a unique village community, that promotes and develops life-long learners with high expectations of The Albert Park community values. Albert Park Primary School recognises the importance of a caring and supportive community. At the heart of this is the partnership between school and home. Our aim is to build a community where children thrive, with their wellbeing central to this and where they are happily engaged with their learning. Our community shares a commitment to and a responsibility for a happy, inclusive, safe and aspirational learning environment for all our children.
APPS has an engaged and active school community, strong support from and ties with the local area and surrounding schools and school council. We are right on the doorstep of a number of high-quality sporting venues and have easy access to a wide variety of cultural opportunities.
The current enrolment of 430 students is drawn from a range of cultures and backgrounds. The school has a complement of 25.3 effective full time (EFT) teaching staff and 8 EFT support in 2026. Teachers have a strong culture of collaboration and highly focussed professional development which is evident in PLC work and collective team planning with the use of data to enhance teaching and learning.
The school is committed to continual development of the school, students and teachers. There is a focus on providing a safe and secure learning environment for all students and an understanding that students reach their full potential only when they are happy, healthy, safe and valued in an environment where there is a positive school culture to engage students and support them in their learning. Albert Park Primary acknowledges that student wellbeing and student learning outcomes are closely linked.
Every student should have the opportunity to meet their personal and educational potential in an environment that fosters the `Albert Park Way'- Be kind and fair, Act safely, Respect everyone's rights, One voice at a time, Keep trying. There is a focus on developing our students¿ future skills and knowledge through our sustainable school's program and development of 21st Century learning skills and capabilities to develop critical thinking.
The school's curriculum is documented and addresses the learning standards of the Victorian Curriculum. The 20 classes are well resourced and are currently structured by grade levels. The school has made significant academic progress during the last School Strategic Plan and generally performs as well as its `similar schools. Learning is visible in every classroom with clear learning intentions and success criteria for all sessions. Students and teachers report student learning in real-time to parents using Compass. Students use Google Apps for Education in grades 2-6, with almost 1:1 school provided technology.
The school community brings with it high expectations in terms of academic outcomes, resourcing, facilities and the provision of extra curricula opportunities for students. These include specialist programs for Visual Arts, Physical Education, Music and French. Student wellbeing is a priority and supported through the Visible Wellbeing, Respectful Relationships whole school initiative and a focus on mindfulness. It also self-funds a counsellor, library assistant, nurses and an intervention program for literacy.
