Department of Education Victoria – Cobden VIC
1d ago, from Department of Education & Training Victoria
Hampden P12 School provides Special Education for Primary and Secondary school age students with mild to severe intellectual and other disabilities. It is a two campus school featuring our new P - 6 campus in Terang and our year 7 - 12 students at our Cobden campus. The School Administration is located at its Cobden campus.
The catchment area encompasses Derrinallum and Mortlake in the north, Garvoc and Nullawarre to the west, Timboon and Port Campbell to the south and Stoneyford to the east and all areas in between. Neighbouring Specialist Schools are located at Warrnambool, Colac and Hamilton.
The school's most distinguishing feature is its Baseroom style of education delivery. In keeping with this style of operation, each campus is located alongside same age regular schools. The P-4 campus with 31 students, is located next to Terang College. Our Middle Years, 7-9 and Later Years 10-12 campus with a total of 39 students, is located on the grounds of Cobden Technical School. The towns of Cobden and Terang, in which these campuses are situated, are 24 kilometres apart. The combined enrolment in 2025 is 70.
The Baseroom operation, combined with staff dedication to achieving optimum student outcomes, continues to be the driving force of the school. The school motto the best of Both Worlds in Special education derived from this practice that underpins all aspects of the school. Through the Baseroom style of Curriculum delivery, the objective is to extend the range of educational and social options available to the students who attend Hampden P12 School. It is also to enable Hampden P12 School students and those with disabilities enrolled in host schools, to experience success within regular school environments which otherwise would not have been attainable.
These objectives are pursued within a context of respecting and valuing the aims of neighbouring and host schools, and maintaining optimum levels of dignity for students with disabilities in those schools. Hampden P12 School students have access to teaching staff with Special Education qualifications, teacher assistants and paramedical aides. Physiotherapists, speech pathologists and occupational therapists are employed on a contract needs basis. At Hampden P12 School each student is offered an individually planned education program (I.L.P.) that is based on the student’s ability, strengths and interests and the Victorian Curriculum. These I.L.P.s are devised and implemented in consultation with specialists and parents. Parents and guardians are encouraged to work in partnership with teachers in developing positive educational outcomes for their children.
Curriculum is offered in all Victorian Curriculum Strands. Developmental Curriculum and Inquiry Learning is in operation through all levels in the school, as is Hands on Learning. The increased educational and social benefits are already well established at this school.
School Wide Positive Behaviour Support (SWPBS) and Respectful Relationships (RR) feature strongly at our school, along with a culture that supports positive, proactive and passionate wellbeing and learning for students and staff. Our students, staff and community demonstrate outstanding positive behaviours and consistently work to demonstrate and build their skills.
Specialised programs include Occupational Therapy, Physiotherapy, Speech Pathology, Swimming, Camps and Rideability. A particular feature of the school is access to a wide range of programs and curriculum areas offered by the host primary and secondary school.
A continuing objective of all Hampden P12 School operations is to further the aims of education, and in particular, special education across all schools. This is put into practice through sharing of expertise and resources that are unique to our school. It also includes the provision of support to host school students with special needs as part of the regular program at Hampden P12 School.
The school takes pride in the success of its Literacy and Numeracy programs offered across all levels of the school. These programs are enhanced by the use of increasingly sophisticated Information Technology.
I wish you well with your application.
Selection Criteria
- 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 setting, 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.
Role
(Attendance requirement for this position)
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:
- 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.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- 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.
- 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
- Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
- Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
- Maintain and update office records, enrolment data, diary records, and basic written records
- Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
- Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Coordinate the delivery of administrative services within the school
- Accounts payable and receivable
- Bank reconciliation
- Preparation of the Newsletter
- OHS Workplace Inspections
- In consultation with the principal and business manager determine and manage work priorities within the school office
- Develop and implement strategies to ensure effective administration procedures
- Manage client reception and office operations
- Liaise with school staff in regard to support requirements
- Supports the first aid facilities and assists in delivering first aid to students
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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*******@education.vic.gov.au
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.
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 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:
Conditions of Employment
- 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
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