Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Land, asset, resources and facilities management
Location: Melbourne - Northern suburbs
Reference: 1500620
The school must enter Selection Criteria as developed by the school for Education Support positions at this level and range. Delete this statement as part of that process.
[Attendance requirement for this position]
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.
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
Preston South Primary School is a thriving inner suburban school on a small site with 420 students enrolled for 2026. The school is situated in Hotham Street, Preston, and was first opened in 1866. The original school building is still in use, although recently refurbished, and there are two new buildings; one serves as an administration/reception area and the other is a multi-purpose facility. The school sits in a central location, on a quiet residential street. The school has a number of playground areas with age appropriate play equipment for both active and passive activities and there are areas of shade and asphalt that provide for active play. The school is 9km from the central Melbourne business district, on the boundary of Thornbury and is close to train and tram transport. In recent years, the suburb has undergone a major change in the demographic population. The proximity to the CBD and major transportation has resulted in many new residential buildings, including public and private housing, new apartment buildings, industries and businesses. Preston is a bustling multicultural area, a blend of long-term residents and newcomers. Preston South students come from diverse socio-economic and cultural backgrounds; twenty-two different nationalities are currently represented. The current SFO (0.21 in 2025) indicates a low to mid socio-economic demographic with a high proportion of students with a language background other than English (EAL) and with a small number of Koorie students. A small but well supported Program for Students with Disabilities (PSD) operates. The school embraces diversity and a strong emphasis is placed on the values of tolerance, acceptance of difference and appreciation of all cultures. The school community acknowledges the ever-changing socio-economic demographic in the area and will continue to meet the needs of all learners. The school differentiates the curriculum for all students and has a number of high achieving students at all year levels. Families are attracted to the small school and class sizes and are actively seeking a more personalised approach to their children¿s education.