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. 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
6. Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
7. Maintain and update office records, enrolment data, diary records, and basic written records
8. Support or coordinate the preparation of standard routine internal and external communication according to school procedures ( form letters, newsletters)
9. Source basic data or factual information from given sources to support school administrative functions, books, reports, manuals, catalogues, tables, forms, etc.
10. Coordinate the delivery of administrative services within the school
11. In consultation with the principal, determine and manage work priorities within the school office
12. Develop and implement strategies to ensure effective administration procedures
13. Coordinate the implementation of requisitioning, purchasing and issuing procedures
14. Manage client reception and office operations
15. Liaise with school staff in regard to support requirements
16. Coordinate staff timetabling
17. Undertakes VASS and/or VET administration support
18. 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.
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
19. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
20. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
21. A probationary period may apply during the first year of employment and induction and support programs provided.
22. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
South Oakleigh College is a co-educational secondary school located in the South Eastern suburbs of Melbourne. The College is one of the participating schools of the Oakleigh Education Plan, which is a Victorian Government’s long-term project to improve educational outcomes in Oakleigh and surrounding areas.
Our values: “High Expectations, Respect, Responsibility, Resilience, Teamwork” and our mission statement “providing opportunities for the future and a sense of belonging” underpin the College’s commitment to facilitating a safe and secure environment for all students where they can pursue academic excellence, achieve personal growth and graduate as responsible and resourceful young adults.
The College serves a diverse and multicultural community, providing supportive and stimulating environment for staff and students with impressive facilities and extensive grounds. We foster mutual respect, co-operation, personal responsibility and a growth mindset that values feedback, effort and resilience. The College’s highly professional and motivated staff work collaboratively to ensure student welfare needs are met and high expectations are established and pursued.
The College is committed to providing students learning opportunities which develop a broad range of knowledge, skills and values will enhance their lives and empower them to critically contribute to society and equip them for further education and work in a changing world.