Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Administration
Location: Melbourne - Southern suburbs
Reference:
Selection Criteria
SC1 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.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
[Attendance is not required during the school holiday periods 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.
A role at this range may include:
* general administration support duties, such as reception and front office assistance, responding to student, staff, parents and visitors.
* 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 staff by undertaking specific support tasks.
* support to students, including attending to first aid needs, administering prescribed student medications.
* Maintaining first aid supplies, ensuring student medical records are current and accurately documented, and adhering to all relevant health, safety and privacy requirements.
* Maintaining records and databases, supporting student attendance processes, preparing routine correspondence, and assisting with the organisation of school operations and events.
* 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
* 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
* Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
* Maintain and update office records, enrolment data, diary records, and basic written records
* Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
* Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
* Assist with the delivery of administrative services within the school
* In consultation with the Principal and Business Manager, determine and manage work priorities within the school office
* Ensure effective administration procedures are followed
* Coordinate the implementation of requisitioning, purchasing and issuing procedures
* Manage client reception and office operations
* Liaise with school staff in regard to support requirements
* Supports the first aid facilities and assists in delivering first aid to students - current First Aid Certificate is a requirement.
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
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
Part time negotiable upon successful appointment. Hours will be 8.45am to 3.30pm.
A current First Aid certificate is a requirement
Location Profile
Wallaroo Primary School is a small primary school located in Hastings, along the Western Port side of the Mornington Peninsula. We currently have 77 students. Our school is proud to have 19 students who identify as Aboriginal or Torres Strait Islander. In total, 22 students receive Tier 3 funding through the Disability Inclusion Program. Additionally, over 86% of our families qualify for CSEF funds, and our 2026 Student Family Occupation Index stands at 0.81. The current school staff profile consists of two Principal Class staff, leading teacher, eight teachers, nine Education Support Staff members and a Business Manager.
At Wallaroo, we believe that every student can achieve strong outcomes when provided with high expectations, targeted support, and early intervention. Our school embraces a whole-school approach to delivering a rich and engaging learning program that promotes a positive educational experience for all learners.
We are committed to investing in evidence-based professional development for our staff, with a focus on teaching strategies and practices that align with how students learn best rather than relying on an individual program. A cornerstone of our teaching and learning approach is the implementation of a Multi-Tiered System of Support (MTSS). Through MTSS, we ensure that every student receives the appropriate level of support to succeed. This includes targeted small-group and one-on-one interventions, in-class support, and a collaborative process for monitoring and responding to students academic and wellbeing needs. Our goal is to create an environment where all students can thrive becoming happy, healthy, and resilient lifelong learners.
Wallaroo has a strong and well-established foundation in wellbeing practices, underpinned by the School-Wide Positive Behaviour Support (SWPBS) Framework. We firmly believe that academic achievement flourishes when students feel safe, valued, engaged, and ready to learn.
In 2026, we look to further strengthen our teaching and learning MTSS to align with our tiered wellbeing practices. These include:
Tier 1-
Schoolwide use of trauma informed practices, including the use of Berry Street Educational Model, to establish and reinforce consistent and predictable classroom routines to meet diverse learning needs and enhance student engagement.
Our school values, Be Safe, Be Respectful, and Be Your Best, form the foundation of our expected student behaviours. These behaviours are explicitly taught and regularly reinforced. Positive behaviour is consistently recognised through our Values Token System.
Teachers engage with the Rights, Resilience and Respectful Relationship curriculum materials to develop students' social, emotional and positive relationship skills.
Daily breakfast program and weekly lunch program.
Tier 2-
Our Diversity and Inclusion Officer works across Tier 2 and 3 levels to provide tailored Social Emotional Learning programs to meet the specific needs of identified students.
A School-funded Occupational Therapist and Speech Pathologist engage with students in both small groups and one-to-one sessions to target and improve areas of need.
We offer other engagement opportunities for students who may require additional opportunities to connect with school, including our Healthy Eats Kitchen and Garden program, lunchtime clubs, and varied partnerships with school/community-based programs.
Tier 3-
Our Wellbeing coordinator supports individual students on a needs base and assists with de-escalation, implementation of DE initiatives and liaisons with families and DFFH.
External psychologist supports students one-on-one where required.
Our Wellbeing team supports families with securing paediatric appointments through our partnership with Peninsula Health, with diagnosis, applying for disability inclusion funding, developing engagement plans, and supporting teachers and education support staff with appropriate adjustments in the classroom.
Applications close Thursday 12 February 2026 at 11.59pm
Posted
30 January 2026