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 but not limited to:
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
15. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
16. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
17. A probationary period may apply during the first year of employment and induction and support programs provided.
18. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Foster Primary School is located in the rural town of Foster, South Gippsland. Foster township is located at the very heart of Prom Country, just two hours SE of Melbourne and 30 minutes from the gate of the magnificent Wilsons Promontory National Park. There has been a Primary School in Foster since 1872. The current site, in Pioneer Street, was established in 1965.
The enrolment varies between 190-200 with a growing number of families moving into the school catchment area and we are the largest primary school in the Corner Inlet area. The school is operating 9 grades.
Our school values, based upon a motto of, ‘Our Best Always’ were developed in consultation with staff, students and families and are:-
19. Be Respectful
20. Be Caring
21. Be Safe
22. Be a Learner
We believe that everyone can learn to learn. Resilience, reciprocity, resourcefulness and reflectiveness (Guy Claxton) are promoted and we always try our best! Our school is a Be You school. We build positive relationships and social responsibility in an inclusive, safe and caring environment, using school wide positive behaviours to support our students in making good choices. We have strong pastoral care. We foster independence, promote inclusivity and embrace individuality.
We have high expectations of our students. English and Mathematics are central to the curriculum, underpinned by an emphasis on developing a Growth Mindset (Carol Dweck). We offer a rich variety of opportunities and experiences. Our curriculum and pedagogical practice is based on educational research and evidence. Our school recognises the individuality of student approaches to learning and cognitive styles across all areas of the curriculum both within the classroom and specialist programs. Foster Primary School is committed to developing student abilities and interests and providing learning experiences that cater for individual differences. Sport, Music and Art are popular in the wider school community and students are encouraged to participate. Participation in government initiatives has raised the profile of student health and wellbeing; and sustainability of the environment. The school became a Stephanie Alexander Kitchen Garden School in 2007 and this program continues to thrive and flourish in our school with the support of volunteers. Our students are given opportunities to participate in a variety of extra curricula activities and programs such as Camps, Excursions, Incursions and Interschool Sports.
Staff at our school work collaboratively with one another through Professional Learning Communities and also with staff from other schools in our Corner Inlet Learning Alliance in order to continually strive to be the best we can be, striving for excellence in teaching and learning by developing teacher capacity in order to improve student outcomes. Student voice, through a wide variety of leadership roles is encouraged and promoted throughout the school.