Role
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 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:
1. Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, ( ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
2. Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
3. Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles ( 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.
4. 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
5. Provides routine support for teachers including assisting with planning of student routines
6. Supports communication between teachers and parents
7. Communicates with teachers on routine matters related to students and/or other responsibilities
8. Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
9. Communicating with student/s to support comprehension of basic tasks and information
10. Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
11. Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
12. 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
13. Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
14. Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
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
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Location Profile
Cobram and District Specialist School was established in 1978 in Cobram, located on the Murray River, 280 kilometres from Melbourne.
The school’s vision is to provide positive learning experiences, which allow students to achieve their optimum level of academic, social, emotional and physical independence.
The school aims to ensure that its values of Respect, Safety and Try Your Best underpin all activity of the school.
The school has made a concerted effort towards developing a whole- school approach to Behaviour Management through the implementation of Positive Behaviour Support. School values are taught, explicitly, on a weekly basis, through the Positive Behaviour Support program.
Sixty two students are enrolled at the school. To be eligible to attend the school, students are assessed by a psychologist and diagnosed with an Intellectual Disability.
Each child has an Individual Learning Plan, which is based on the goals set in the Student Support Group meetings.
The school’s curriculum supports achievement at different stages of learning as defined by the Victorian Curriculum. The Victorian Curriculum is complimented by a range of additional learning experiences including speech therapy, occupational therapy, excursions, camps, community and environmental projects. Students are organised into seven classrooms, each catering for students of different age or need. Each year, the school makes use of resources and facilities from other local schools, service organisations and health experts to support its programs.
We have a close connection with Verney Rd. School, Belvoir and Wangaratta Specialist schools. Interschool sports such as swimming, athletics, cross-country, soccer and basketball occur throughout the year.
The school’s facilities include nine classrooms, art room, sensory room and a multipurpose facility, which includes a separate kitchen. Students have access to ICT with students in the middle and senior years having one on one computer/Ipad access. The school’s external facilities include playground equipment and an asphalt open play area. The school is adjacent to Cobram Primary School. Due to the small outside area we have use of Cobram Primary School’s oval and playground.
There are seven full time and three part time teachers and twenty one education support staff. Teachers and education support staff work together with health experts to plan and implement programs. A speech pathologist and occupational therapist visit the school, once a fortnight, and a physiotherapist, once a term. A Mental Health Practitioner is available at the school two days per week for all students. The School Council oversees the governance of the school and ensures the teachers have the resources and facilities to provide quality educational programs for the students.
The senior unit is divided into VCAL/VET and Independent Living Skills (SPEC).