Overview
Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference:
Location Profile
Lilydale Heights College is a single campus co-educational 7 to 12 College located in the northern area of Lilydale.
Established in 1970, Lilydale Heights College has anticipated and responded positively to change, and as a result has met community needs. The College, which draws its student population from a diverse range of backgrounds, has recently seen significant investment in the development of new buildings and learning spaces designed to support a positive, inclusive environment where all students are able to learn and grow.
Working at Lilydale Heights College
Staff at Lilydale Heights College report high satisfaction in working at our school. We provide a working environment that fosters trust amongst colleagues with a collective focus on student learning. Staff work collaboratively to consistently improve learning and teaching, engaging in regular professional development to build capacity. We have strong, positive responses in our Staff Opinion Survey with teachers and education support staff rating Lilydale Heights College significantly higher than similar schools and the state in all areas measured. We work as a team at Lilydale Heights College and value working collaboratively with a shared focus on improving the learning growth of all students.
Maximising learning growth to ensure that all students can thrive
Lilydale Heights College is a fully inclusive learning community that enables all students to become aspirational learners and responsible global citizens. Our purpose is to Maximise learning growth to ensure that all students can thrive. This purpose is underpinned by our three core values:
Excellence: Challenging yourself to achieve your best.
Respect: Holding yourself, others and our environment in high regard.
Responsibility: Being accountable for all your actions.
At Lilydale Heights College, we prioritise Academic Excellence and Learning Growth. Our collective challenge, embraced by students, teachers, and support staff, is to continually pursue excellence. We understand that every student is unique, and we strive to create an inclusive, supportive, and stimulating learning environment that caters to each student's point of need and optimises their learning growth. We have a rich variety of opportunities for students to discover their passions and identify their future pathways. Our educational program is wide and varied and our record of success is outstanding.
Guided by our College values of Excellence, Respect and Responsibility, we are dedicated to building a culture of high expectations, innovation, and excellence to empower and energise our community so that the learning for all students is maximised. By embracing these values, our students not only excel academically but also become compassionate and responsible global citizens.
Lilydale Heights College has a strong and supportive College Council that ensures that the school continues to excel in everything we do. In addition, we have a structured leadership profile where every child has a Learning Leader, Student Liaison Coordinator and SELF teacher to help support their learning. Students are also supported in their learning through the work of our Student Engagement and Wellbeing Team and our Careers Team. This structure allows Lilydale Heights College to support every individual student and assist them in their journey throughout their secondary schooling life and beyond.
Beyond the classroom students are encouraged to involve themselves in the broad co-curricular program. Learning here takes place in many shapes and forms. Students have the opportunity to participate fully on the sporting field, in music ensembles, on the stage, in student leadership activities, Vocational Education and Training courses, in the Technology, Hospitality and Foods areas, to travel to our sister school in Japan, and to attend local camps around Victoria and Australia.
Selection Criteria
Essential knowledge and experience
* Demonstrated strong interpersonal communication skills.
* Demonstrated experience in working effectively in a team environment.
* Demonstrated capacity to deal with challenging behaviours and respond to the individual needs of students.
* Demonstrated commitment to the Hands on Learning philosophy and fundamental elements of the methodology.
* Demonstrated capacity to plan and deliver creative and/or construction-based projects.
* Demonstrated ability to maintain detailed records.
Desirable qualifications, knowledge or experience
* Experience and/or qualifications relevant to working with school students in a school setting and/or
* A sub-major study in a trade specialist area; or
* Industry or Vocational Education and Training (VET) qualifications equivalent to Certificate IV or higher in the specialist area; or
* Certificate of proficiency in a relevant trade area; or
* Completion of an accredited `Course in safe use of Machinery for Technology Teaching¿ (woodwork and metal work).
Role
Specific role
The successful applicant will work 2-3 days a week with small groups of students aged 12-17 years on practical school and community projects outside the classroom. The other day/s of the week will be spent planning. There may be opportunities to grow the program further, and the exact work schedule can be negotiated with the successful applicant.
The role is all about learning by doing and being a role model, a mentor, and provider of positive feedback to young people. Supervision of students is an integral part of this role.
The program is long term and delivered in a cross-age supportive environment where role modeling, positive feedback and mentoring are found to be highly effective. As an in-school program, students remain connected with their academic-based curriculum.
Detailed training will be provided for the successful applicant.
General role
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
Hands on Learning
Giving kids the skills to shape their future
Lilydale Heights College is seeking a mentor/instructor to work in its school-based Hands on Learning Program.
Specific responsibilities
Personal and professional development
* Attend Hands on Learning regional professional development meetings run by the School Support team.
* Participate in performance reviews as outlined by the school.
Professional service delivery
* Act in a professional manner always when dealing with internal and external services/groups.
* Maintain appropriate confidentialitym, both organisationally and regarding students.
* Provide supervision to students maintaining safety and duty of care.
* Communicate in a respectful and polite manner.
* Follow through with key tasks.
* Comply with the school and Department of Education policies and procedures.
* Participate in OH&S safe work practices to ensure a safe work environment.
Administration and documentation
* Ensure that all documentation is accurate and completed in a professional and timely manner.
* Complete Hands on Learning reports for students as required by the school.
* Complete documentation connected to school procedures.
* Maintain accurate data and records on students.
* Attend required school meetings.
Technical skills and application
* Technical skills and knowledge of applied learning principles relevant to Hands on Learning delivery.
* High-level interpersonal skills to actively mentor and support disengaged students.
* Model respectful mentor/student relationships.
* Professional communication with key school staff on student progress.
* Demonstrate technical creative/building skills to students.
* Implementation and communication of Focus Plans within the program and the wider school community.
* Working with key school staff to conduct the student referral/intake process.
Teamwork and Communication
* Open and timely communication to provide detailed information to the Hands on Learning School Support Team and the wider school community.
* Open communication as part of teamwork and collaborative work practices.
* Lead the Hands on Learning team of students in successful completion of tasks.
Continuous Improvement
* Attend any professional development opportunities/requirements provided by the School and/or the Hands on Learning School Support Team. This includes: OH&S training, program methodology, effectively supporting students and child safe-guarding.
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 (see Workplace 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
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:
Other Information
Applicant instructions
Please ensure that your application includes:
* A resume including relevant experience as well as personal details (name, address, contact numbers, and email)
* A section addressing the Key Selection Criteria
* Three referees which includes their name, current position, school/organisation, phone number/s and email. For those currently employed within a school, one referee should be a Principal.
Please note that the selection panel may seek additional referees beyond those you name.
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
Applications close Sunday 5 October 2025 at 11.59pm
Posted
10 September 2025