Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1506008
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
Responsibilities may include:
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- 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
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- 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.
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 [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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Banyan Fields Primary School is located in Carrum Downs. Our student population has been declining slowly over the past few years, with an expected enrolment of approximately 500 in 2026. We have an SFOE of 0.4171, which indicates a medium socio-economic profile.
In 2024, Banyan Fields Primary School¿s Performance Rating was evaluated as `Improving¿. In 2025, a higher proportion of the students reported that they feel connected to the school (78%), they have an advocate at school (93%), and that they haven¿t experienced bullying (92%) than in the previous five years. Approximately 4% of our students identify as Aboriginal, 33% are included on the NCCD, and a Disability Inclusion Profile has been completed for 8%.
Our staffing profile is made up of approximately 70 individuals. We have well maintained physical facilities, which include our recently refurbished STEAM Centre.
At Banyan Fields Primary School, our vision for learning and wellbeing is grounded in our four core values: Tenacity, Equity, Synergy, and Stewardship (TESS). We have a school mascot, TESS the Turtle, who reminds us that Together We Thrive. These values shape every aspect of our teaching, learning, and community connections.
The team at Banyan Fields Primary School embed the balanced approach between Learning and Wellbeing, as presented in FISO 2.0. We have begun to unpack and implement the Victorian Teaching and Learning Model 2.0 with the focus to now on Positive Classroom Management Strategies and the Element of Learning.
Tenacity ¿ We try, we learn, we never give up.
We empower our students to develop persistence, courage, and determination in their learning. With high expectations for all, students are challenged to set goals, overcome barriers, and celebrate growth. Through the Berry Street Education Model (BSEM), students build stamina, emotional regulation and focus to engage deeply with learning tasks. We believe in setting everybody up for success. Every student has a Ready to Learn plan that are built during our re-engagement fortnight at the beginning of Term 1 and revisited at the beginning of Terms 2, 3, and 4. Every class begins the day with a 15-minute Welcome Circle.
Specialist programs in PE, Auslan, Art, Music, Student Empowerment, and STEM extend opportunities for students to pursue passions, build confidence, and develop grit through authentic experiences. Camps, excursions, and incursions further strengthen resilience, as students explore new environments and challenges that demand adaptability and courage.
Equity ¿ We include, we support, we respect.
At Banyan Fields, equity means fairness, access, and opportunity for every learner, staff member, and parent. Our Multi-Tiered System of Supports (MTSS) ensures differentiated teaching and targeted wellbeing strategies that meet diverse student needs. Evidence-based practices underpin all decision-making, ensuring interventions are strategic, timely, and effective.
As well as our in-class differentiation, integration aide support, and tutor learning initiative (TLI), we introduced our Learn to Thrive space in 2024 that provides an opportunity for every student to access what they need to succeed, be that academic, wellbeing or emotional and sensory regulation support.
Equity also extends beyond the classroom. Students engage in lunchtime clubs and leadership initiatives, fostering belonging and inclusion. Staff access professional learning and mentoring to ensure their growth as educators is supported.
Synergy ¿ We listen, we learn, we grow together.
Synergy highlights the power of collaboration across our community. Our Professional Learning Communities (PLCs) provide a structured process for teachers to work together, analyse data, and design effective instruction. Families are valued partners in the learning journey, while students are empowered to use their voice and agency to shape their learning and environment.
Our school is deeply committed to Schoolwide Positive Behaviour Supports (SWPBS), ensuring a consistent and collaborative approach to behaviour expectations across all settings. Students, staff, and parents share responsibility for creating a positive culture where respect, kindness, and teamwork are visible every day.
In 2025, our whole school focus was on Enabling Learning ¿ Positive Classroom Management Strategies. As well as engaging in professional learning, we introduced the concept of Rights, Responsibilities and Privileges across the school, and implemented a consistent token economy across the school.
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Stewardship ¿ We care for people, places, and possibilities.
Stewardship reflects our role as caretakers of our community and our environment. We are committed to making decisions that prioritise the wellbeing of students, families, staff, and the future of our school. Stewardship also means using our resources wisely, supporting sustainability initiatives, and fostering a culture of care. Parents, carers, and community partners are invited to join in this responsibility, building pride in Banyan Fields as a safe, welcoming, and thriving place for all.
At Banyan Fields, this means nurturing pride in our school, fostering sustainable practices, and ensuring resources are used wisely to benefit all.
In summary, Banyan Fields Primary School is a learning community where Tenacity drives persistence, Equity ensures fairness, Synergy fosters collaboration, and Stewardship safeguards our collective future. Together, through high expectations, evidence-based practices and a shared commitment to PLCs and MTSS, we thrive as learners, educators, and families.