Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1536349
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.
Monday to Friday 8:50AM until 3:20PM
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
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Mission
At Cranbourne West Primary School our mantra is based on the Berry Street Education Model of ¿unconditional positive regard for everyone¿. We ensure quality teaching and educational innovation through professional development, effective appraisal, team work, collegiate support and communication. We genuinely accept all children as individuals respecting their needs. We welcome community involvement through the provision of an open, supportive and consultative environment where contributions are recognised and valued. We promote a supportive working environment where we recognise and celebrate the contributions of all staff.
Learning Vision
We believe that successful people need to be active global learners who display effective executive functioning skills.
This is achieved through:
Respect, Trust, Learn, Sense of Humour
Each of our school values is supported by our School Values Booklet distributed to all members of our school community and reinforced as part of our Learning Vision.
Environmental Context
Cranbourne West Primary School serves an established residential district in the South Eastern Growth Corridor. It is a medium sized, well-resourced school supported by a dedicated staff and a committed community. School enrolment at the 2025 February census date was 589.8. Our students¿ backgrounds reflect a wide range of cultural diversities including increasing numbers of students from Non-English Speaking Backgrounds. In 2025 our school has an SFO Index of 0.6133 and SFOE Index of 0.5306. As a result of high staff retention and a strong shared leadership vision, the school is able to provide a well-balanced educational program emphasising the development of Literacy, Numeracy, Inquiry and Social Competency skills. The school offers a challenging, comprehensive curriculum following the gradual release principles. Our instructional practices for learning are UFLI (F-2) and Word Origins (3-6) in reading, Talk for Writing in writing and in mathematics we prioritise explicit and sequential teaching approaches. This ensures staff have a consistent approach to the teaching and learning of these curriculum areas. Our inquiry based model is integrated with our Literacy.
Our commitment to develop a school wide approach to Literacy and Numeracy has been successful with strong relative growth. An emphasis on social competencies skills and a quiet orderly learning environment has enabled us to focus on our school wide improvement strategies, our collaborative team environment and being able to provide students with learning experiences relative to their needs. This has resulted in a differentiated curriculum that provides learning at each child¿s point of need.
We encourage students to strive for excellence within their individual potential. Students are encouraged to be independent learners while continuing to `live¿ the school values. We promote student voice within student learning and through our student leaders and SRC. Staff work as collaborative teams (PLCs) to monitor student progress. Teachers use formative assessment to ensure that student needs are met in a responsive way. Students with additional learning needs are supported with small group intervention programs, including literacy, mathematics and life skills. The curriculum continues to be enriched by whole school celebrations as well as annual concerts, excursions, in-visits, student choirs, camps and a variety of intra & inter school sporting events. Parents and the wider community are encouraged to be part of the learning process through involvement in all school activities. We have an extensive `volunteer¿ workforce who support students in many ways, ranging from literacy to social and emotional growth.
Priority is given to the wellbeing of both our students and staff. A full time Wellbeing Officer oversees an organised and respected program that acknowledges the rights and responsibilities of all staff and students with particular emphasis on the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds as well as children with a disability in accordance with the Disability Discrimination Act 1992. Cranbourne West Primary School is committed to the Child Safe policies and strategies, and to the inclusion, safety and well-being of all children in its care.
Cranbourne West is supported by a diligent School Council and an active and committed Parents and Friends Club. The school also continues to foster a strong relationship with the City of Casey through working relationships with local councillors and program staff. The school has an established playgroup, breakfast and brunch club as well as a community events program and Chaplaincy services.