Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Hume - Alpine
Reference: 1507810
SC1 Demonstrated capacity to provide effective educational support to primary students, working under the direction of teachers and within established guidelines and school policy.
SC2 Proven ability to design and coordinate engaging, age-appropriate outdoor education activities and programs that are safe, accessible, and align with educational goals, supported by relevant qualifications and experience.
SC3 Highly effective communication and interpersonal skills, with the ability to work collaboratively with students, teachers, and parents to support student learning and wellbeing.
SC4 Demonstrated capacity to work both independently and as part of a team, showing strong organisational skills and the ability to balance multiple priorities across diverse work functions.
SC5 Demonstrated commitment to actively promoting the safety and wellbeing of all children, consistent with the Child Safe Standards and school policy.
This is an exciting opportunity to combine hands-on student support with the design and coordination of our school-based outdoor education program. We're looking for someone who can work flexibly across both areas, bringing their passion for the outdoors into a supportive educational setting.
Position Details:
About the Role:
Under the direction of the Principal and classroom teachers, this dual-purpose role will provide direct educational support to primary students requiring additional assistance throughout the school day, while also designing and coordinating engaging outdoor education experiences.
The successful applicant will work primarily with individual students and small groups (up to 4 students) in controlled circumstances, supporting their learning and wellbeing needs. In addition, you'll use your outdoor education expertise to design and develop school-based adventure programs¿including bushwalking, problem-solving activities, and nature-based learning experiences¿that complement our curriculum and inspire our students, particularly in the middle to upper primary years.
This varied role offers flexibility in how time is allocated, with typically 60-80% of the week dedicated to student support work, and 20-40% to outdoor education program planning and coordination. During extended outdoor activities or program delivery periods, this balance will shift to accommodate hands-on program facilitation.
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.
Essential Qualifications and Requirements:
Desirable:
Application Requirements
Applicants must include the following as part of their application:
In accordance with the DET recruitment guidelines, applicants are required to address each selection Criterion individually.
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
Wandiligong Primary School is situated in the historic township of Wandiligong, approximately 330 kilometres northeast of Melbourne and 80 kilometres from Wangaratta. Established in 1870, our school grounds encompass the original building, which houses three classrooms, as well as a dedicated multi-purpose room. Additionally, the principal and business manager¿s offices are in a separate building with staff facilities. Our grounds offer a wide range of outdoor amenities, including a covered learning area, courtyard, tennis court, gaga pit, and an oval.
In recent years, we have made significant investments in upgrading our facilities. These include a newly developed multipurpose learning space featuring workbenches and two fully equipped kitchen areas, as well as an outdoor classroom that integrates a vegetable garden. This outdoor space supports our Sustainable Wandi program, which is embedded in our whole-school curriculum. We have also upgraded student toilet facilities and invested in enhancing the playground and yard equipment to further engage our students in outdoor activities.
Our school is composed of three main classes, a P-2, 3-4 and a 3-6 class, with frequent opportunities for cross-age collaboration and whole-school projects. The school¿s staffing includes a principal, 3.4 FTE teachers, specialist staff including a .1 FTE Art teacher, .1 FTE Library teacher, .2 FTE LOTE (Italian) teacher, 1 FTE Education Support staff member, and a .6 FTE Business Manager. We are supported in arts and library instruction by the Mobile Area Resource Centre (MARC) and Mobile Area Arts Centre (MAAC), which visit on alternating fortnights.
At Wandiligong Primary School, teaching is intentional, and every action is purposefully designed to foster the growth and development of our students. We follow a sequenced and structured approach to literacy, with middle and upper primary students focusing on a different core text each term. Mathematics is taught using a hands-on methodology to help students progress from concrete to abstract thinking. In other subject areas, we implement an Inquiry-based model, integrating these subjects into a term-long project that is related to a concept that is consistent across the school and align with the Victorian Curriculum.
We provide diverse opportunities for student leadership, fostering confidence and responsibility in students of all ages. Our school¿s core values¿respect, responsibility and resilience¿are at the heart of our culture, ensuring that every student is visible, valued, and accepted for who they are.
As a small, rural school, we take pride in the adaptive, creative, and socially skilled students we develop. Collaboration among staff is a cornerstone of our practice, with regular planning sessions and opportunities for professional dialogue. The school is also a committed member of the Alpine cluster, actively participating in interschool events and maintaining close ties with neighbouring schools.