Occupation: Education and training
Location: Barwon South West - Greater Geelong
Reference: 1485021
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.
Role
The successful applicant is required Monday - Friday; 9am to 3:30pm. Please contact us to discuss flexibility options.
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, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
Responsibilities may include:
* Provides routine support for teachers including assisting with planning of student routines
* Supports communication between teachers and parents
* Communicates with teachers on routine matters related to students and/or other responsibilities
* 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
* Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
* 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
* 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
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
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 (seeWorkplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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:
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:
* 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.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Key Information
The successful applicant is required Monday - Friday; 9am to 3:30pm. Please contact us to discuss flexibility options.
Applicants should include at least 3 referees in their application, with at least one referee connected to your previous/current work/volunteering/placement in education or a related industry.
School Profile
Lethbridge Primary School is built upon a 150-year rural history. Within the Lethbridge Primary School `Community of Learners¿, our School Values provide a foundation for the decisions, choices and actions of stakeholders in our school community. Our School Values are:
* Care
* Respect
* Resilience
Our school is proud of our strong focus on Student Engagement and wellbeing initiatives that include School Wide Positive Behaviour Support, Respectful Relationships and Restorative Practices.
Our school buildings comprise of five learning studios, a shared learning/resource space, a relocatable with two classrooms, an administration block, outdoor learning spaces and a multi-purpose room. These buildings provide a flexible, environmentally sustainable learning environments that supports our commitment to providing an engaging, child-centred and innovative curriculum that prepares our students to be productive, 21st century citizens.
Lethbridge Primary School has a dedicated teaching staff and specialist provision is provided through LOTE (Auslan), MARC Van, Physical Education, STEM and The Arts. We implement intervention and enrichment programs for students in literacy and numeracy. We currently have 113 students. Teaching staff comprises of six full time classroom teachers and additional teachers who share the teaching and learning of specialist subjects. Education support staff includes seven staff on varying time fractions who support students in classrooms and through small group intervention. There is also a full time Business Manager and part time administration support staff member.
In recent years, we have developed practices to improve curriculum innovation, collaborative team planning, student voice and inclusion. Curriculum documentation has grown to include a guaranteed and viable curriculum in Mathematics. This work involved the development of essential learnings, proficiency scales and teacher understanding of evidence-based teaching practices. Collaborative teams work to address student learning data to inform their teaching and learning programs. This work is supported through common release time and the school¿s learning specialist. Student leadership has grown to include specific responsibilities for House Captains and Specialist Captains. House Games are a highly anticipated event each fortnight where students work collaboratively to earn House points and track their progress towards our monthly House rewards. Working in partnership with parents and allied health professionals has supported staff in understanding the needs and adjustments for students.
We are proud of the partnerships we have established with families. Families are actively involved in the school, particularly when celebrating student achievement, attending assemblies, and supporting fundraising efforts. We take pride in connecting with parents to support the success of our students in their learning and wellbeing.
Applications close Thursday 7 August 2025 at 11.59pm
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