Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Gippsland - South Gippsland
Reference: 1497705
The school must enter Selection Criteria as developed by the school for Education Support positions at this level and range. Delete this statement as part of that process.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
As Classroom Support you will contribute to the provision of a quality educational service by assisting and supporting teachers, students and parents with learning activities and administrative duties in a supportive school environment.
Classroom Support personnel report to nominated delegate (Disability Inclusion Leader / Business Manager) as appropriate. The reporting relationship to teachers may be changed by the Principal on a regular basis to fulfil specific needs within the school.
Your role
Responsibilities include:
¿ Administrative duties, including Compass notes on specific students and maintaining accurate records.
¿ Providing support to teachers in behaviour management programs, learning support programs, working with students on a regular basis where teachers/specialists are available only at intervals for reporting and review.
¿ Supervision of small groups of, or individual students, undertaking specific learning activities designed by a teacher, where the teacher is not in the adjoining room but is available to be called on if needed.
¿ Conducting reading groups, maths groups, art activities, and sports activities, including the gathering of applicable resources, in cooperation with teachers.
¿ Supervision of students on the playground, bus, during sporting activities and school excursions in partnership with a teacher.
¿ Contributing to the welfare, health and safety of students including the delivery of first aid. Classroom Support is required to be formally trained in the administration of first aid, and keep such qualifications current. All costs associated with obtaining and maintaining qualifications will be met from school funds. (2025 onwards)
Assisting students with special needs, this may extend to moving disabled pupils, assisting with positioning, assisting with meals, toileting and dressing of pupils unable to care for themselves.
¿ Maintaining anecdotal records on students for use in reviewing students¿ development.
¿ Displaying respect and empathy for students with high level needs and confidentiality, tact, reliability and sensitively to students and their families.
¿ Management of some teaching/learning resources for individual programs (in collaboration with teachers).
¿ Providing reception and office skills as required. Duties may include handling confidential correspondence; timetabling for students/staff; taking enrolments; producing newsletters; providing accurate and timely answers to requests for information from staff and the general public; data entry using SMS and financial systems.
¿ Managing the printery using appropriate security measures, high level time management and work organisation skills. Produce publications as required, to deadlines negotiated with teaching and administration staff.
Other responsibilities (as required)
¿ Other suitable duties, consistent with the duties and responsibilities of the position as directed by the nominated delegate.
A mandatory requirement of this role is:
¿ In accordance with the Working with Children (Risk Management and Screening) Act 2000 a person is prohibited from working in regulated child-related employment unless the person holds a current Working with Children Check clearance (blue card) issued by Blue Card Services.
DISABILITY INCLUSION COORDINATOR Responsibilities of this role include (but are not limited to) the following areas:
Disability Inclusion specific process responsibilities
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 [email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Foster Secondary College (Foster SC) is situated in Foster and is part of the Corner Inlet Community of South Gippsland. Dairy Farming and agriculture are key industries in the area, along with retail, health, construction and tourism. There is a vibrant cafe culture and we are lucky to have skilled artisans throughout the community. Foster is approximately 175km from the centre of Melbourne.
Our College motto is 'Nihil Sine Labore' which means nothing without hard work. In 2024 Foster SC had approximately 270 students ranging from Year 7 - 12. Our Primary feeder Schools are Foster PS, Fish Creek PS, Toora PS and Welshpool PS. We employed around 40 staff, including teachers, teacher aides, education support, maintenance and office staff. The staff are very cohesive and united in the aim to develop a strong college community where every individual student is provided with a positive and encouraging environment in which to succeed.
Foster SC, through individualised career pathway counselling and skills education, aims to prepare students for a successful life after school. Our school celebrates student achievement but also student productivity. In 2024, Foster SC achieved the equal best VCE results for Government Schools in Gippsland. While we are a small school, we offer a broad range of VCE subjects to suit most students, and structure Year 10 as a Pre-VCE year in which we raise the level of expectation for students, preparing them for the processes and programs they will encounter in Year 11 & 12. We are the lead school of the South Gippsland Trade Skills Alliance, a very successful VET program that dramatically broadens the career opportunities for current and future students. Foster SC has collaborated extensively with our area's Primary Schools to develop a highly regarded Transition Program from Grade 6 into Year 7 to ensure students are nurtured and prepared for secondary school.
Classroom support role is required three days per week. Disability and Inclusion Coordinator role is required two days per week approximately.