Overview
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Grade in advertisement
Occupation: Education and training
Location: Gippsland - Baw Baw
Reference:
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 environment, 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 studying a diploma level
A role at this range may include:
Co ordinator the OSHC program
* 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 educators, 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 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
Responsibilities may include:
* Provides routine support for educators including planning of student routines
* Supports communication between OHSC staff and parents
* Communicates with teachers on routine matters related to students and/or other responsibilities
* Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
* Communicating with student/s to support comprehension of basic tasks and information
* Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
* Supports educators in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team, 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
* Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
* Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
. Must be studying a diploma level
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
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:
Location Profile
Darnum Primary School is a progressive and dynamic rural school environment, which caters for the educational, social, emotional and physical development of the children of Darnum and its feeder area. Darnum Primary is a mid ¿ sized rural school with an enrolment of 182 students projected for 2026. It is located 7 Kilometres east of Warragul on the Princes Highway. The school offers a balanced and comprehensive curriculum developing skills and providing experiences in eight key learning areas of English, Mathematics, Science, Technology, Studies of Society and Environment, Arts, Health and Physical Education, and Languages Other Than English (Japanese).
Built on the values of FROGS (Friendship, Respect, Organisation, Growth and Safety), Darnum Primary School promotes a secure and visible learning environment to ensure that students, staff and parents feel confident, rewarded and appreciated as they work together to achieve excellence in learning and growth. The school has an active and involved parent community that supports all school activities.
To support and enhance the curriculum, Darnum Primary School offer extra-curricular programs such as sports clinics, instrumental music, swimming, camps and excursions. A special feature of our LOTE program is our Cultural Exchange Program with the district of Innai in Kyushu, Japan.
DPS staffing profile is the Principal, 8 full-time teachers, specialist teachers in Japanese, Science and Music, Business Manager and five integration staff.
Website:
Applications close Thursday 5 February 2026 at 11.59pm
Posted
23 January 2026