Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Grampians - Ballarat
Reference: 1547713
Phoenix P-12 Community College is a vibrant, future-focused learning community located in Sebastopol, Ballarat. Serving a broad geographic region ¿ from the suburbs of Delacombe, Redan, and Sebastopol to the rural townships of the Golden Plains ¿ we are proud to be a true community hub where students from Foundation to Year 12 are known, supported and inspired to thrive.
We celebrate the diversity of our families and embrace the richness this brings to our culture. Our College is committed to delivering exceptional academic, co-curricular and wellbeing opportunities that empower every young person to discover their strengths, pursue their passions and confidently shape their future ¿ whether that pathway leads to university, TAFE, employment, or entrepreneurship.
At Phoenix, we believe every child can learn, grow and succeed. Our commitment to the Science of Learning ensures teaching is grounded in evidence-based practice, high-impact strategies and a deep understanding of how students learn. Explicit instruction and strong foundations in literacy and numeracy sit at the heart of our approach, enriched by opportunities that foster curiosity, creativity, and critical thinking. Our ICT-rich learning environment ensures students have access to contemporary digital tools to prepare them for an increasingly complex world.
Collaboration is a defining feature of our professional culture. Through Professional Learning Communities, collaborative planning, shared instructional approaches and ongoing coaching and feedback, teachers work together with clarity and purpose. This collective expertise strengthens consistency, deepens pedagogical knowledge and enhances both individual and collective efficacy across the College.
Phoenix provides a comprehensive, structured induction program that ensures new staff feel welcomed, valued and equipped for success. Ongoing mentoring, professional learning, clear instructional expectations and access to leadership ensure that every staff member ¿ at every stage of their career¿can thrive within a supportive, collaborative environment.
Guided by FISO 2.0, Phoenix places an intentional focus on Learning and Wellbeing. Our Learning Village structure creates smaller, connected communities across our campuses, ensuring every student feels known, valued, and supported:
Our core values ¿ Respect, Responsibility, Integrity, Cooperation and Excellence ¿ shape every relationship and interaction. Strong, respectful partnerships between students, families and educators sit at the heart of our work.
As a SWPBS, Respectful Relationships and TRP school, wellbeing and inclusion are deeply embedded in all we do. Our multidisciplinary wellbeing team ¿ including Doctors in Schools, youth workers, social workers and allied health professionals ¿ ensures that every student is met at their point of need.
Phoenix P-12 Community College stands as a place of opportunity, belonging and aspiration ¿ driven by evidence-based practice, strong collaboration, robust staff support and a shared belief in the potential of every learner. Together, we ignite curiosity, grow capability and empower young people to shape a bright and meaningful future.
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.
This position requires 5 days of attendance (8:45am - 3:15pm) and 3 days while during study period.
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:
This role is an identified position available for Aboriginal and Torres Strait Islander applicants only. Confirmation of Indigenous status of applicants may be requested.
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
About the `Aspiring Koorie Teachers (AKT) Now¿ initiative
AKT Now supports candidates to work in Education Support and/or teaching paraprofessional roles while completing formal qualifications. To learn more, visit AKT Now Program.
Vocational Education Pathway: Candidates must be willing to undertake a Certificate IV in School-Based Education Support course of study.
Higher Education Pathway: Candidates must already be studying an Initial Teacher Education (ITE) qualification at the level of:
Participants will be employed in a Victorian government school under a fixed-term contract for 12 months, receive wrap-around support from cultural mentors to assist with completing their studies.
Eligibility
To be eligible, applicants must:
Identify as an Aboriginal and/or Torres Strait Islander person
Be willing to undergo merit-based recruitment processes for fixed-term employment with Victorian government schools
Be a resident of Victoria or an eligible border community
Be willing to undertake and complete a relevant Certificate IV course of study, OR be an ITE student in their third or fourth undergraduate year or a relevant postgraduate ITE course
Be undertaking a minimum of 50% equivalent full-time study load at the time of assessment
Have a current Working with Children Check