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:
Conditions of Employment
15. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
16. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
17. A probationary period may apply during the first year of employment and induction and support programs provided.
18. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Northern Bay College Profile
Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong. It is made up of four Prep – Year 8 campuses. The fifth campus provided education for Years 9 through 12 and the campus also has our Family Learning Centre providing 0-5 services and the Geelong Industry Trade Training Centre (GITTC) on site.
The College moved to a three sub-school structure in 2020 to further develop the ‘One School – One Team’ ethos; which emphasises the core business of Student Learning as a focus underpinned by a strong consistent well-being framework. Across the college, staff work in teams focussed around four Professional Learning Communities; Year P-2, Year 3-6 and Year 6-9 & Year 10-12. These teams meet regularly in Campus based groups and also as college wide groups to implement data informed strategies to support continued improvement of learning outcomes for all students.
Organisationally 2023 sees the three sub schools continue and each led by a College Assistant Principal. In 2023 these sub-schools will be – Hendy P-8 Campus and Peacock P-8 Campus Sub School; Wexford P-8 Campus and Tallis P-8 Campus Sub School; Goldsworthy Year 9-12 Sub School. Additionally the College Assistant Principal – Student Enrichment Programs will lead a portfolio that includes oversight of programs that connect students with external agencies and further educational opportunities as well as providing executive leadership to College facilities including the Family Learning Centre and the GITTC
Our vision is to instil community commitment, confidence and high expectations in lifelong learning by:
19. Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning
20. Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best
21. Developing young people who are engaged, motivated and challenged to fulfil their potential
22. Maximising educational opportunities and creating purposeful and diverse pathways for all students
23. Developing partnerships with other schools, community organisations and business
The College embraces inclusion and diversity having a large cohort of Culturally and Linguistically Diverse (cald) students (CALD) and a significant indigenous population. The College supports the needs of these students through a structured EAL (English as an Additional Language) and the Marrung Strategy. There is a strong Disabilities and Impairments response on all campuses.
Northern Bay College is characterised by its recently revised values inspired by student voice:
Growth
We value: Having high expectations of ourselves and others sharing a commitment to celebrate our individual and community achievements and progress. Taking learning risks and by having a ‘growth mindset’, to give feedback and learn from mistakes. Giving opportunities to grow as students, staff and families and providing the support to attain positive outcomes
Collaboration
We value: Working positively with others in all aspects of our learning and behaviours. Sharing ideas and resources to create a positive, caring and inclusive working and learning environment. A team approach to achieving real improvement in all aspects of our college, with peers, professionals and parents working together in shared engagement and mutual commitment
Persistence
We value: Setting goals and working hard to achieve them in each activity we undertake. Our challenges being met with a positive attitude to improve our learning skills and understandings, to achieve success.
The support that we as learners, teachers, carers and the community can give to achieve our goals and meet our expectations, both short and long term
Kindness
We value: Showing respect to others' opinions, beliefs and values because we do not discriminate, we celebrate and care for each other. Supporting each other through our positive and sincere words and actions. School Wide Positive Behaviours and strive to be positive role models in our interactions with all members of the college community. Our inclusive culture that celebrates our differences through mutual respect and consideration
In Summary
We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers.