Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference:
Location Profile
The Monmia Primary School Vision statement embodies what the school community expects to achieve, 'Loving to Learn, Learning to Live and Being the Best'. All community members embrace the following core values: respect responsibility and safety. These core values shaped the way in which people worked together by creating shared expectations and norms. The community is committed to providing innovative programs that stimulate and challenge each student to become assessment capable learners. Monmia Primary School, located in the Keilor Downs, is a Foundation to Year 6 school with 177 students, 86 females and 91 males.
The School Family Occupation Education band value is medium that indicates that students come from medium socio educational disadvantage. The cultural backgrounds of the school community are diverse with many different languages other than English spoken at home. 37% of students had English as an additional language and NDP percent were aboriginal or Torres Strait Islander background. The school is Nationally accredited as a 'BE YOU' school promoting mental health and wellbeing. It has a nationally recognised innovative and inspiring school library that has immersed students in a literature rich environment that has fostered a love for reading.
Monmia Primary School provides a safe learning environment where teachers, students and families work together in partnership. The school's core values are reflected by the important relationships established between home and school. As a 'Be You' school and early adopters of the School Wide Positive Behaviour Support (SWPBS) Initiative, there is an ongoing commitment to improve mental health and wellbeing and the educational outcomes of all students. There is a strong sense of belonging and a 'family centred culture'.
Students can articulate their learning goals and know where to next in their learning. Students are provided with high quality learning environments, supported through Federal Funding, allowing the Foundation students to move into a newly renovated learning space. Students have been fortunate to have a newly built, architecturally inspiring STEAM Collaborative Learning Space. Students have been provided with a new soccer field that was resurfaced for the use of the school community. A new extensive education playground is currently under construction.
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 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
The responsibilities of this position will be:
The grounds and maintenance person should be able to upkeep the lawns and grounds and assist in the repair or replacement of school maintenance needs in accordance with DE and OHS compliance.
The grounds and maintenance person should be able to communicate effectively and develop a good relationship with staff members, students and contractors at all levels.
The grounds and maintenance position will undertake personal and professional development opportunities to enhance their skills and knowledge.
The grounds and maintenance person is required to work flexibly and reliably within tight timelines and with minimal direction.
It is important that the grounds and maintenance person operates in a professional, courteous and efficient manner at all times and respects confidentiality.
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:
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 Wednesday 28 January 2026 at 11.59pm
Posted
15 January 2026