Role
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
1. Providing counselling and guidance to students, who may be referred by teachers or leaders.
2. Providing referrals to external agencies and services as necessary and with the student and parent’s knowledge and consent.
3. Liaising with parents and keeping parents informed of their child’s wellbeing issues.
4. Working closely with the Teachers and Principal Class team.
5. Keeping Principal informed of where the student is at in terms of wellbeing support.
6. Following Department of Education and school policy and guidelines in the provision of wellbeing services to students.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
Child Safe Standards
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:
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Conditions of Employment
7. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
8. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
9. A probationary period may apply during the first year of employment and induction and support programs provided.
10. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
SCHOOL PROFILE
Lockington is a small rural township situated in North Central Victoria, 35km southwest of Echuca. The town is situated in an irrigation district, with dairying being the main type of farming. Lockington is well serviced with educational and sporting facilities. The Community Hall, Heritage Centre, swimming pool and recreation reserve are readily available for school use.
We have a current student population of 134 and teach in seven classes, Prep, 1/2, 3/4 & 5/6. The staffing profile of the school is the Principal, 10 EFT teachers (including Leading teacher), Teacher aide, Business manager.
Lockington has established itself as a school that provides outstanding opportunities for all of its students. It provides quality programs in all curriculum areas and maintains a strong focus on individualising learning to cater for the needs of all students. An outstanding Performing Arts programs supports the development of student creativity. Our whole school take part in a one-to-one iPad program.
Lockington is a Professional Learning Community Link School (PLC Link) which recognises us as a school of excellence.
The school also strives to broaden the students’ horizons through enrichment such as:
11. Camps and excursions.
12. Visits by outside organisations, theatre groups, choirs, Life Education Van, Maths and Science presentations.
13. Extensive intra and interschool sports programs.
The school has a close working relationship with both the Preschool and local Secondary Colleges and actively promotes transition programs which assists our students as they enter and depart their primary education.
Parent involvement is a key feature of the school. The School Council and Parents and Friends Group are very active in the school and promote opportunities for social contact and enjoyment for families within the school. Parent volunteers add value to a range of programs including; Performing Arts, reading, sports, camps and excursions, as well as working bees, canteen and the school library.
The moral purpose of our school is to provide an environment where each child achieves their very best in a socially inclusive school. All students at LCS have the right to feel safe and be safe at all times. The wellbeing of children in our care will always be our first priority and we have zero tolerance to child abuse and any inappropriate behaviour directed towards children (please refer to the ChildSAFE policies on the school website).
The school’s philosophy is based on the following values:
Community
Curiosity
Courage
Creativity