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 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. Provides routine support for teachers including assisting with planning of student routines
6. Supports communication between teachers and parents
7. Communicates with teachers on routine matters related to students and/or other responsibilities
8. Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
9. Communicating with student/s to support comprehension of basic tasks and information
10. Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
11. Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
12. 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
13. Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
14. 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
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
Hands on Learning artisan-educator: Position Description
ROLE PURPOSE
is an innovative school-based wellbeing program that uses a variety of practical projects to engage students in their education and with their school and community. The program increases attendance and student achievement by building personal and social skills, fostering social and emotional learning and supporting the different ways young people learn.
Working with ten students per day, artisan-educator support students to complete significant, yet basic, building, landscaping, public art, food preparation and team building activities. Established in Frankston, Victoria in 1999, HoL is currently operating in over 130 primary and secondary schools in Victoria, New South Wales, Queensland, and Tasmania.
HoL supports student across Years 5-10, and has been shown to significantly increase confidence, attendance, and retention of students. Participating students spend a day each week as part of a HoL team where they participate in real and meaningful creative projects that benefit the school and local community.
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 the remaining four days of the week.
Schools running HoL are supported by Save the Children’s School Support team, who provide training and ongoing support to HoL artisan- educators. The HoL artisan- educator must have strong interpersonal skills to foster belonging and connectedness and a learning environment that considers the individual needs of students.
The HoL artisan- educator role also requires competency using Microsoft Excel for maintaining records and to be able to work effectively as part of a team to support the management of student behaviour. This role requires the artisan- educators to liaise with school support services such as the wellbeing team to support students to build social skills and positive behaviours.
KEY AREAS OF ACCOUNTABILITY
15. Supporting young people through the development of strong relationships that keep students connected to school and promote positive student behaviours.
16. Developing and delivering real and meaningful HoL practical projects.
17. Maintaining appropriate records and collecting evidence to document student progress.
18. Implementing the key elements of the HoL methodology to ensure the consistent delivery of a quality program.
19. Building business and community connections to foster local community project opportunities.
SPECIFIC RESPONSIBILITIES
RESPONSIBILITIES
DESCRIPTION
Personal and professional development
20. Attend HoL regional professional development meetings run by the School Support team.
21. Participate in performance reviews as outlined by the school.
Professional service delivery
22. Act in a professional manner always when dealing with internal and external services/groups.
23. Maintain appropriate confidentiality – both organisationally and regarding students.
24. Provide supervision to students maintaining safety and duty of care.
25. Communicate in respectful and polite manner.
26. Follow through with key tasks.
27. Comply with the school and Department of Education policies and procedures.
28. Participate in OH+S safe work practice to ensure a safe work environment.
Administration and documentation
29. Ensure that all documentation is accurate and completed in a professional and timely manner.
30. Complete HoL reports for students as required by the school.
31. Complete documentation connected to school procedures.
32. Maintain accurate data and records on students.
33. Attend required school meetings.
Technical skills and application
34. Technical skills and knowledge of applied learning principles relevant to HoL delivery.
35. High-level interpersonal skills to actively mentor and support disengaged students. Model respectful educator /student relationships.
36. Professional communication with key school staff on student progress.
37. Demonstrate technical creative/building skills to students.
38. Implementation and communication of Focus Plans within the program and the wider school community.
39. Working with key school staff to conduct the student referral/intake process.
Team work and Communication
40. Open and timely communication to provide detailed information to the HoL School Support Team and the wider school community.
41. Open communication as part of teamwork and collaborative work practices.
42. Lead the HoL team of students in successful completion of tasks.
Continuous Improvement
43. Attend any professional development opportunities/requirements provided by the School and/or the HoL School Support Team. This includes: OH+S training, program methodology, effectively supporting students and child safe guarding.
HEALTH, SAFETY, SECURITY, AND RISK MANAGEMENT
44. Be a role model for safety and security, including complying with all safety instructions and training given at the school
45. Act in a safe manner at all times, including complying with all safety instructions and training given at the school
46. Participate in, and contribute to, health and safety awareness and improvements
47. Report all incidents, injuries and potential hazards in a timely manner
48. Be aware of, and consider, the risks associated with your team’s everyday work and ensure appropriate mitigation measures are applied
CHILD PROTECTION AND SAFEGUARDING REQUIREMENTS
49. Maintain a child safe environment at the school and safeguard children’s rights, acting in the best interests of children at all times
50. Comply with the school’s Child Safeguarding Code of Conduct and child safeguarding and protection policies and standards
51. Demonstrate the highest standards of behaviour towards students
52. Never abuse the position of trust that comes with being a part of the school
53. Maintain a safe and positive relationship at all times when working with students
54. Respond to any concerns for the safety or wellbeing of a student in the HoL program in accordance with school reporting processes
PERSON SPECIFICATION
ESSENTIAL KNOWLEDGE AND EXPERIENCE
55. Demonstrated strong interpersonal communication skills.
56. Demonstrated experience working effectively in a team environment.
57. Demonstrated capacity to deal with difficult behaviours and respond to the individual needs of students.
58. Demonstrated commitment to the HoL philosophy and fundamental elements of the methodology.
59. Demonstrated capacity to plan and deliver creative and/or construction-based projects.
60. Demonstrated ability to maintain detailed records.
DESIRABLE QUALIFICATIONS, KNOWLEDGE OR EXPERIENCE
61. Experience and/or qualifications relevant to working with school students in a school setting and/or
62. A sub-major study in a trade specialist area; or
63. Industry or Vocational Education and Training (VET) qualifications equivalent to Certificate IV or higher in the specialist area; or
64. Certificate of proficiency in a relevant trade area; or
65. Completion of an accredited ‘Course in safe use of Machinery for Technology Teaching’ (woodwork and metal work).
ADDITIONAL INFORMATION
66. Any offer of employment at Mount Evelyn PS will be subject to a satisfactory Working with Children Check
67. Ongoing performance and employment will be measured against KPIs, values and demonstrated behaviours outlined above
ACCOUNTABILITY
The HoL artisan-educator is employed by the school to deliver the HoL program and is subject to their employee’s conditions and work experiences. The School Principal will nominate a supervisor/line manager to whom the HoL artisan-educator is directly accountable, with the day to day running of HoL.
HoL artisan-educators are expected to maintain contact with Save the Children’s HoL School Support team, and actively participate in activities organised by the HoL School Support team, as part of the ongoing partnership between the school and Save the Children. The HoL School Support team offers advice, professional development, and other support to HoL artisan-educators, along with regular progress reports to school leadership to maintain clear and transparent quality assurance accountability to HoL schools.
Conditions of Employment
68. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
69. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
70. A probationary period may apply during the first year of employment and induction and support programs provided.
71. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Hands on Learning artisan-educator
Deliver the program at
For 23 years, this school-based wellbeing program has been proven to significantly increase attendance, foster belonging and connection to school, and improve academic and vocational pathways. In this exciting role, your passion for supporting young people will drive a best practice program that provides participating students with the opportunity to experience success undertaking real and meaningful ‘hands on’ projects in a way that builds their confidence and helps develop the social and emotional competencies essential to realise their potential.
Mount Evelyn Primary school –
Where you come in:
In this part time, fixed term position (8 hrs per week), based at Mount Evelyn Primary Schoolyou will mentor and work with small groups of students outside the classroom on practical school and community projects. You will be part of our wellbeing team and report to our Assistant Principal
You will make an impact by:
72. Supporting young people through the development of strong relationships that keep students connected to school and promote positive student behaviours.
73. Developing and delivering real and meaningful HoL practical projects.
74. Maintaining appropriate records and collecting evidence to document student progress.
75. Implementing the key elements of the HoL methodology to ensure the consistent delivery of a quality program.
76. Building business and community connections to foster local community project opportunities.
Does this sound like you?
You're a self-starter, with a practical and 'can do' attitude and an understanding of how schools work. You're passionate about supporting young people and comfortable as a mentor and role model, and you'll relish the opportunity to support students to grow and thrive learning by doing. Your warm personality will see you easily build strong relationships, and your integrity will inspire students to achieve ambitious outcomes. Detailed training in the HoL methodology is provided.
This role requires:
77. Strong interpersonal communication skills.
78. Experience working effectively in a team environment.
Capacity to deal with a variety of behaviours which impact on learning and respond to the individual needs of students.