Selection Criteria
The school must enter Selection Criteria as developed by the school for Education Support positions at this level and range. Delete this statement as part of that process.
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 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, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
* Conducts routine scientific procedures and/or data collection, collation, and analysis
* Applies basic scientific principles to enable the performance of a variety of interrelated technical tasks
* Provides specialised knowledge that is relied upon to deliver support services, under direction (e.g. information technology and technical support in science laboratories, food technologies and libraries)
* Contributes to a small project team providing technical support to a school/s
* Conducts training and/or instruction with respect to scientific processes
* Prepares experiments or use of equipment and conducts demonstrations, where required, under direct supervision
* Undertakes relevant occupational health and safety requirements and, where necessary, risk assessments within the relative work area
* Undertakes low/medium risk tasks as defined by the Departmental Risk Matrix or its successor
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 *******@education.vic.gov.au
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:
Other Information
* 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
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
Location Profile
Oberon High School is located in the Geelong growth corridor of Armstrong Creek, we are a co-educational secondary school with an enrolment of 1080 students, however there is expected to be significant increase in student enrolments for the foreseeable future.
The SFOE of the school is 0.37 rating the school as medium in terms of the socio-economic background of our students and families.
The Oberon High School student population is from the southern suburbs of Geelong, the Surf Coast and Armstrong Creek. All students are encouraged to build on their talents, expand their horizons and develop a culture of learning through participation in a variety of academic, applied learning, sporting, artistic and social programs. This is reflected in the school mantra of `Shape Your Future Go One Better¿.
Oberon High School provides a learning environment in which students strive for and respect high achievement, and they develop social skills based on the principles of tolerance and understanding.
The school has a belief that all students have the ability to learn and should be progressed in their learning at a faster rate than which is occurring across the state, no matter what their socio-economic background or their educational capability. This philosophy is also reflected in the school mantra.
To support this philosophy and ensure greater consistency in teaching practice the school has an effective learning framework `The Oberon Good Lesson¿. This framework is based on the Professor David Hopkins `Powerful Learning Framework¿ and incorporates elements of John Hattie¿s research including teaching strategies that have proven to achieve large effect sizes on student learning outcomes.
Reflection of the implementation of this framework occurs through once a term classroom observations and also from being a pivotal point in teacher performance reviews. To monitor student learning outcomes and to ensure that differentiation of student learning is occurring in all classes for all students, staff are expected to use an approach called `Target 3¿. This approach involves staff members identifying three students within each of their classes, one who is below the expected level, one at the expected level and one above the expected level with a focus on ensuring that the work/tasks that are being set are challenging all students no matter what their ability level.
This approach to learning has resulted in above average growth in NAPLAN from Years 7-9 and very good results/outcomes in VCE and Vocational Major VCE (well above the state and regional results). The teacher quality variables in the student attitude to school survey reflect high quality teaching occurring within the school.
Whilst academic results are a priority of the school and are always emphasised within the school community, the development of social skills including communication, tolerance, empathy, fundraising for social disadvantage and positive interactions is also a priority.
The school has a very positive culture which exists between staff, students and parents. This is reflected in the student attitude to school results, parent opinion and the staff opinion survey. All results are above the state average, whilst staff opinion survey is in the top quartile in all areas, indicating the importance of ongoing staff professional learning for teachers, underpinned by the ability to learn from each other and regularly observe implementation strategies associated with the learning framework.