Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1528493
Location Profile
Kilberry Valley Primary School is an inclusive and diverse school located in Hampton Park, Victoria. We are proud of our culturally rich community, with over 60% of our students identified as having English as an Additional Language and more than 40 language backgrounds represented across the school. Our diversity is a key strength, reflected in our values, practices, and learning environment.
We deliver a comprehensive Prep to Year 6 program using a structured and explicit teaching model across all year levels. Our curriculum is aligned with the Victorian Curriculum and underpinned by evidence-based instructional strategies and responsive teaching practices. In the early years, we implement Phonics Plus with a strong focus on structured synthetic phonics to build foundational literacy skills. From Years 3 to 6, students are explicitly taught using resources from PHORMES and Ochre to extend their literacy and numeracy skills through structured, targeted instruction.
We use a range of evidence-based assessment tools, including DIBELS, DAL, PAT, and Common Assessment Tasks (CATs) to monitor progress, inform teaching, and ensure each student's learning needs are met.
We have a dedicated Intervention team that supports student learning growth through the implementation of programs such as MacqLit and Heggerty.
Kilberry Valley Primary School is committed to building staff capacity and fostering a culture of collaboration and growth. Staff engage in weekly Professional Learning Community (PLC) cycles, focusing on data analysis, instructional improvement, and shared accountability for student outcomes. Our large and diverse leadership team provides high levels of support to staff, while maintaining high expectations to ensure continuous school improvement through professional learning.
Wellbeing is central to our school culture. In 2025, we achieved a HIGH rating in the Wellbeing domain on our school performance report, and we are collectively striving to replicate this success in the Learning domain. We are a School-Wide Positive Behaviour Support (SWPBS) school, with clearly defined whole-school expectations and consistent behaviour frameworks embedded across all classrooms.
Our school values are encapsulated in our motto Kilberry CARES:
* Cooperation
* Acceptance
* Respect
* Engagement
* Safety
These values are explicitly taught, modelled, and reinforced in all aspects of school life. Each classroom is equipped with a Ready to Learn space designed to support student regulation and self-management. We also offer a range of targeted wellbeing programs including Peaceful Kids, Social-Emotional Learning Groups, and Art Therapy, coordinated through our wellbeing team.
Our specialist programs in Performing Arts, Physical Education, STEAM and Social Emotional Learning (SEL) are highly valued.
At Kilberry Valley Primary School, our vision is: We take pride in our rich diversity, empower students to reach their full potential, and inspire a passion for excellence through high expectations and quality learning experiences. We are committed to creating a safe, inclusive and dynamic learning community where all students are supported to thrive. Through our high expectations, explicit teaching, strong partnerships, and unwavering focus on student wellbeing, we are making a difference every day for every learner.
Role
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 four 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, such as ensuring data is properly maintained, or the coordination 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 are also possible where specific qualifications and/or training are required.
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 transparent guidelines and limited options, such as routine technical support in libraries, science, and information technology.
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. As experience in the role is gained, the employee may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks.
Selection Criteria
* 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.
* Demonstrated capacity to work and collaborate with others in a team environment.
* Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
* Possess the technical knowledge and expertise relevant to the position.
* Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
* A commitment to professional learning and growth for both self and others.
Responsibilities
* 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 other responsibilities.
* Provides basic physical care and wellbeing support for students, such as toileting, meals, and lifting.
* Communicates with students 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 four 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 or students 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.
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 protected, 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.
#J-18808-Ljbffr