Role
The successful applicant is required to work 3 consecutive days per week.
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:
Other Information
The successful applicant is required to work 3 consecutive days per week.
In your application, please provide the name, position, location and contact phone number of three referees. Where possible please include your name on each page of your application and KSC response.
Applications can be submitted directly on Recruitment on Line, or mailed by post to:
Chairperson
Selection Panel
Berwick Fields Primary School
35 Gwendoline Drive
Berwick Vic 3806.
*Please mark it confidential.
I look forward to receiving your application.
Yours Sincerely
Cate McKenzie
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
Berwick Fields Primary School is situated in the southeast growth corridor of Melbourne in the very fast growing municipality of the City of Casey. Berwick Fields is part of the Casey Central network, within the South East Metropolitan Region. In 2023 we have 940 enrolled students. Students come from within, and outside the local area, attracted by the school’s positive culture and reputation.
Our vision statement is “Berwick Fields Primary School is striving to build an involved community. One that fosters the achievement of personal best. One that makes a difference to others”. To achieve this we aim to “engage members in innovative and meaningful learning experiences. Within, a welcoming and friendly atmosphere and where care for the environment is demonstrated”.
Berwick Fields also strives to foster dispositions, skills and deep understandings, enabling students to adapt to change and become effective members of the community. Great emphasis is placed on caring for the students, staff and parents by providing an environment that is safe and secure; recognizing and rewarding achievement and personal effort, in line with the School Wide Positive Behavior program. To foster this environment, we promote our school basics as being safe, respectful and responsible .
Our foundation students, staff and parents collaboratively identified the values of respect, cooperation, friendliness and enthusiasm which continue to be an integral to fostering a positive and inclusive relationships. Respect has been defined by community members as being ‘caring and thoughtful of others and the environment around us’. Cooperation is seen as ‘working together as a community to achieve a desired outcome, under all circumstances’. Friendliness is to ‘look out for each other, learn about each other and make sure everyone is ‘ok’. Enthusiasm is to be ‘excited and passionate, day to day’.
Our school community has defined what learning and teaching should look like at Berwick Fields. Through a considerable amount of collaborative research and professional conversations, our Philosophy of Learning has been defined as:
'Learn for Life
Discover your passion.
Take responsibility.
Inspire each other to grow.
Find your place in the world'.
Our current leadership structure includes the following :
1 AP- Wellbeing
1 AP- Curriculum
3 LTs- Inclusion, Literacy and Numeracy
3 LSs- Data, High Abilities and Learning Support
As well as additional leaders in Community Engagement, Science and Technology, ICT
8 PLC Leaders
8 PLC Wellbeing Leaders
In 2023 and 2024 Berwick Fields PS will be part of the Primary Mathematics Science Specialist (PMSS) initiative with the release of an additional 2 teachers leading the initiative with the Numeracy LT.
Operating in Professional Learning Communities (PLC’s) our staff collaboratively plan learning in conjunction with our identified best practices, enabling learning that is well structured, deep in design and true to our philosophy.
The school offers a wide range of stimulating learning experiences including a physical education program, environmental education (incorporating the Stephanie Alexander Kitchen/Garden program), visual arts, performing arts, design technology and Mandarin. An intervention program also supported students from years Prep – 6 to improve their literacy and numeracy capabilities.
The school community is seen to be highly involved with the participation of parents strongly encouraged. Parents assist in classroom and specialist programs, School Council, fundraising and the maintenance of the facilities and grounds.