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: 1520398
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.
[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:
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.
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
Tyabb Primary School is located on the Mornington Peninsula, set in a welcoming, attractive, semi-rural environment. The school draws students from Tyabb, Somerville, Hastings, Moorooduc and surrounding areas. We have a strong reputation for fostering positive values, delivering outstanding educational programs, and providing high-quality teaching. This reputation has contributed to steady enrolment growth and consistently healthy Prep numbers.
Our leadership team comprises the Principal, two Assistant Principals ¿ one responsible for Curriculum and the other for Welfare ¿ and two Learning Specialists. In 2026, the school has an enrolment of 412 students across 18 classes, supported by five specialist areas: Art, Physical Education, Science, Music, and LOTE, as well as an electives program for senior students.
Tyabb Primary School provides a diverse range of extracurricular opportunities, including Instrumental Music Lessons, the HPV Energy Challenge, Camps, Water Safety programs, Junior School Council, Choir, Rock Bands, Concerts, and the Green Team. Our strong leadership program empowers students to develop their leadership skills and have a meaningful voice within the school. We also place a strong emphasis on community engagement, actively fostering positive and collaborative relationships with families and the wider local community.
Established in 1891, Tyabb Primary School is committed to educating the whole child in an engaging and supportive environment where every student is challenged to achieve their personal best. We believe academic success is built on strong personal foundations. Students develop self-esteem, resilience and positive relationships alongside high expectations in Literacy and Numeracy, ensuring growth both personally and academically.
Teaching and learning at Tyabb Primary School is aligned with the Victorian Teaching and Learning Model 2.0 and guided by the Victorian Curriculum 2.0. Our instructional approach is grounded in the Gradual Release of Responsibility framework (I Do, We Do, You Do), providing clarity, consistency and high expectations in every classroom.
Explicit Instruction pedagogy is central to this approach. Teachers begin by clearly modelling new skills and concepts, breaking learning into manageable steps and making their thinking visible. Students then practise with structured guidance and feedback, apply their learning collaboratively to build confidence and deepen understanding, and ultimately demonstrate mastery independently. Clear learning intentions and success criteria ensure students understand what they are learning, why it matters, and what success looks like. This structured and supportive approach enables students to confidently develop and master increasingly complex skills.
In Literacy, our instruction is guided by the `Big 6¿ of Reading ¿ oral language, phonological awareness, phonics, fluency, vocabulary and comprehension. Phonics teaching follows the PhOrMeS approach (Phonological and Orthographic Mapping of Explicit Sounds), providing a systematic, evidence-based sequence that strengthens decoding, spelling and word recognition skills. Knowledge and skills are further strengthened through specialist programs and our Inquiry Learning approach, which develops students¿ thinking and problem-solving abilities.
Through this structured, evidence-informed and supportive approach, Tyabb Primary School is firmly committed to meeting the physical, social, emotional and intellectual needs of all children.
At Tyabb Primary School, our vision is:
¿All students are empowered to learn and achieve their personal best through high quality teaching in the best environment for learning to equip them with the knowledge, skills, values and positive mindset to become active, engaged and productive members of the local and global community.¿
As stated in our Mission Statement, we aim to ensure that all students:
learn the necessary skills and attitudes to become productive, caring, thinking individuals,
develop as adaptable and resilient individuals who respect themselves, others and the environment,
become lifelong learners, and
strive for excellence.
We provide a safe, positive and stimulating environment where parents, teachers, students and the wider community work cooperatively to ensure:
an engaging and challenging curriculum,
exceptional teaching, and
high standard resources.
To achieve this, we place enormous emphasis on each child¿s personal development as well as their academic achievement. Our shared values ¿ Respect, Responsibility, Safety, Optimism and Integrity ¿ are central to all that we do at Tyabb Primary School.
Our motto, ¿From little things, big things grow,¿ reflects our commitment to nurturing each child¿s growth, recognising their small beginnings in Prep. Closely connected to our oak tree emblem, it symbolises the belief that with strong foundations, encouragement and opportunity, every child can achieve great things.