Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Grampians - Golden Plains
Reference: 1486847
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.
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:
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 may include:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
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 Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Shelford Primary School was established in 1866. The school is located in the small, rural town of Shelford, nestled in a valley on the Leigh River in the Central Highlands of Victoria. The area is famous for its fertile farming soil and beautiful rural vistas with the town reflecting its rich heritage of early pastoral settlement. Facilities at the school include a heritage listed bluestone building which provides space for administration, a staff room and student cooking facilities. Our modern, two room portable, classroom building is well equipped with computer technology and extensive classroom libraries including comfortable and flexible seating options. We have well maintained and expansive outdoor areas including 2 playgrounds, an oval with a cricket pitch, developmental and nature play spaces and a productive orchard and vegetable garden.
The school has strong community and family support, with parents involved in fundraising events throughout the year. Parents and carers are provided opportunities to voice opinions and ideas through School Council and specific surveys. In 2025, Shelford Primary School¿s enrolment decreased from 16 in 2024 to 13 students. The school employs five staff of varying time fractions ¿ one full-time Principal, one full-time teacher, two part-time teachers, a part-time Education Support (classroom) a part-time MARC teacher and part-time MACC teacher based at another school, plus one part-time Education Support working as the school¿s Business Manager.
Our Vision and Values were co-created by our school councillors in 2023 and ensures that everyone in our school community will be treated with fairness and respect. In turn, we will strive to create a school that is inclusive and safe and where everyone is empowered to participate and learn. At Shelford we teach 'the whole child'. This means we not only focus on growing a child's academic abilities, but their social and emotional capacity as well. We engage in numerous activities and programs that support a well-rounded education, such as School Pride, Cooking, MARC & MACC Van and Inquiry Based Learning. Working in multi-age classrooms provides our students the opportunity to mentor others, learn collaboratively, develop leadership skills and appreciate the strengths in others. Our school leadership and staff recognise the importance of the partnership between our school and parents and carers to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, creating an inclusive and safe school environment for our students. Our vision is to cater for each student¿s physical, personal, social, emotional and academic needs and to create lifelong learners who are engaged, responsible, inclusive and challenged to reach their full potential. Our approach to learning is highly personalised, where best efforts and achievements are celebrated. Our school motto is 'Achieving Great Things' which captures the pride we share in our accomplishments. At Shelford Primary School we value Respect, Achievement, Kindness and Inclusion. We apply these values in our everyday interactions with each other and in the development of our programs and policies.