Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference:
Location Profile
Yarra Ranges Special Developmental School (YRSDS) provides quality education programs for school-aged students 5-18 with a moderate to profound intellectual disability, many students also have additional impairments, including sensory, physical and/or autism spectrum disorder.
Additionally, Our Early Education Program supports pre-school children aged between 2 years eight months and 4 years 8 months with developmental delay in two or more areas. Students must meet the state-wide eligibility criteria to attend YRSDS and are enrolled in accordance with the school's documented enrolment policy. Furthermore, all students at YRSDS are entitled to a Disability Inclusion Profile, which will outline the specific level of adjustments needed for each student to effectively access the curriculum.
YRSDS is a purpose-built facility staffed by specialists dedicated to meeting the unique needs of our students. The school is organised into four sections: Early Education, Lower Primary, Upper Primary, and Secondary, each overseen by a member of the leadership team. This team includes a School Principal, two Assistant Principals, and several specialised staff members, such as a Leading Teacher, two Learning Specialists, an Inclusion Outreach Coach, a School-wide Positive Behaviour Support (SWPBS) Team Leader, a Therapy Team Leader, and an Education Support Leader. All working together to drive the school¿s vision and educational initiatives.
To address the medical needs of our students, we employ two registered nursing staff who also provide health training for all school personnel.
At YRSDS, we have a shared belief that all students are entitled to access the same learning experiences as their age- equivalent peers. All learning experiences for students aged 5 to 15 are designed according to the Victorian Curriculum 2.0 at age-appropriate levels. For our Early Education Program, we utilise the Victorian Early Years Developmental Framework, while our secondary students, aged 15 to 18 in their final three years, currently participate in an adapted program based on the Victorian Pathways Certificate. Our secondary students also have opportunities to develop recreation and work-related skill.
Individual student goals are collaboratively developed with families and/or caregivers, ensuring alignment with developmentally appropriate achievement standards from the relevant curriculum.
All students at YRSDS have an individualised Education Plan with key goals that are created in conjunction with the student, their parents/ carers and the teaching and therapy teams. Our workforce includes exceptionally skilled Teachers, Therapists (Speech, Occupational, and Physiotherapy), Mental Health Practitioners, Education Support Staff, Specialist Teachers and a Family support Co-ordinator. Utilising a multi-disciplinary approach, we provide ongoing and extensive adjustments to ensure that all students can engage safely and positively in their education.
Our school's philosophy emphasises the belief that all children learn best in a happy, challenging, and supportive environment. Teaching and learning at YRSDS is child-centred, with a focus on fostering independence.
Our instructional approach is based on Communication, School Wide Positive Behaviour Support and Structuring Functional Independence. Our vision is to build independence through active learning and our school values for the whole school community are:
* Be Respectful.
* Be Responsible.
* Be Safe
These values are integral to all school policies and practices and are reinforced through positive partnerships with students, staff, parents, caregivers, volunteers, and the broader community.
Curriculum design and delivery is enhanced by the expertise of a committed and caring multi-disciplinary staff. The teacher to student ratio enables smaller classes (6-10 students) with education support staff working alongside the teacher, ensuring individualised support for all students.
We are proud to have achieved gold accreditation for School-wide Positive Behaviour Support (SWPBS) in 2022, 2023, and 2024.
We also host the internationally acclaimed MeTV, our onsite television broadcasting service. MeTV enhances our students' learning opportunities and contributes to our curriculum in a fun, interactive way. Information Communication Technology is embedded into student learning throughout the school.
The greatest strength of our school is a culture of warmth, inclusivity, and empathy. We actively foster partnerships among parents, students, staff, caregivers, volunteers, and the wider community, creating an environment that benefits every child.
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.
SC7 Demonstrated capacity to support students with behaviours of concern using a school wide positive behaviour framework.
Role
This role is 4 days per week. Successful applicant must be fluent in Hakka Chin.
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
The responsibilities of this position will be:
Support for Parents and the Community
* Greet and be available to support parents at the start and end of the school day.
* Foster strong links between families and the school by encouraging parent participation in school events and activities.
* Liaise with the Mental Health and Wellbeing Leader, Family Support Coordinator, and NDIS Navigator to support family needs.
* Actively participate in Community Engagement Team meetings.
* Attend school tours for potential new enrolments and provide interpreting support.
* Assist EAL families with completing enrolment forms and accessing school uniforms.
* Support families during information sessions, such as how to use Compass.
* Attend parent morning teas to build relationships with families.
* Support EAL parents in completing parent surveys and various school forms as required.
* Prepare simple written information for parents in accessible formats (e.g. Compass posts, notices, newsletter articles, and student communication books).
* Help explain school policies to EAL parents in a culturally sensitive and accessible way.
* Promote cultural diversity and inclusion within the school, including sharing updates with School Council.
Support for Students and Teachers
* Assist teachers with communication between the school and families, particularly when language or cultural barriers exist.
* Support individual EAL students or small groups (initially in the Primary section) to understand and engage with classroom activities, using the student¿s first language where possible.
* Attend Student Support Group (SSG) meetings and other relevant meetings to provide interpreting and cultural support for families.
* Work collaboratively with the Curriculum Leading Teacher to bring cultural perspectives into the curriculum, making content more relevant and inclusive.
* Support students and staff during school activities and excursions.
* Share insights with staff about students¿ cultural backgrounds and experiences to help tailor support and learning approaches.
Who May Apply
Individuals with the aptitude, experience and/or qualifications including influency in Hakka Chin, 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
Hours are pm 4 days. Successful applicant must be fluent in Hakka Chin.
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
Applications close Thursday 26 February 2026 at 11.59pm
Posted
13 February 2026