Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Administration
Location: Grampians
Reference: 1498663
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 additional 30 days leave (pro rata for part time employees) are attached to 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.
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
Halls Gap Primary School adjoins the picturesque Grampians National Park located 27km from the main township of Stawell and 253km north-west of Melbourne. The school serves the local community with many of the school families involved in tourism, hospitality, Shire Council and Parks Victoria. Excellence, resilience and compassion are the values that underpin learning and teaching at our school. Halls Gap P.S strives to equip students with the capabilities to manage themselves and their relationships with others, to understand and act effectively in the world, and to prepare them for success in education, work and life.
The population of the school is often transient with approximately 10% of the students currently enrolled commencing in their Foundation year. There is no identified trend in enrolment and the numbers can fluctuate significantly from year to year and throughout. Student enrolment numbers at the beginning of 2025 were at 29 with staffing comprised of the principal, 1 full time teacher and 2 part time teachers, 1 part time specialist, MARC teacher, 2 full-time education support staff members and a part time business manager. The configuration of classes is two composites of P/2, and 3/6.
Our school has excellent learning spaces comprising of a Rural Replacement funded building completed at the end of 2013 housing 2 open classrooms, a project space, toilets (disabled bathroom), kitchen, conference room, first aid room, principal¿s office and reception area. We also have a Heritage building that currently houses our library and staffroom. We have a large shed which hosts a gymnasium space, general storage shed, garden shed, and a kitchen. Our gymnasium is a diverse learning area, with space for indoor P.E and Circus activities and Art classes. Further adjustments and refurbishment are planned to create greater versatility. Our extensive natural bush setting encompasses two playgrounds, cubby, sandpit, oval, cricket net, picnic tables and connection/access to the Botanic Gardens and National Park.
The school delivers the Victorian Curriculum 2.0 incorporating scheduled Literacy, including a daily explicit phonics program, and Mathematics blocks. In 2025, it is supplemented by MARC (mobile library lessons), Physical Education, Science, Geography and History, and Art. Our educational priority is around consistency and a whole school approach to teaching and learning, with a teaching focus on literacy and numeracy. We continually strive to provide a range of educational experiences to cater for differing academic abilities, social needs, and developmental needs that require supporting and nurturing to ensure maximum development. Our main goal is to ensure that all students reach and extend their potential.
In addition to the academic programs, the students experiences are enhanced by the provision of opportunities to develop or participate in; leadership skills, cross-age tutoring, buddy program, multi age groupings, investigative/inquiry based learning, tutoring program, technology skills through the integration of computer and or iPad use, Junior School Council, swimming (survival and competition), athletics, cluster school activities and carnivals, a large number of other sporting opportunities, extensive transition activities, camps, and school performances.
The school prides itself on local community engagement and interaction with families. We value positive partnerships between parents, students and teachers, providing the best possible learning for all students. Staff and students engage in biweekly community sessions where we work together with local groups e.g., the ongoing maintenance of a garden bed in the Botanical Gardens. We are supported by an active School Council and families who assist in school grounds maintenance, lunch orders, and fundraising through our very successful Halls Gap Primary School Market, which will be run on five occasions this year. The sense of belonging, togetherness and socialisation that the school community highly values, is being reinstated post COVID and since the recent bushfires, with great appreciation.