Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1530024
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.
[Attendance requirement for 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.
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.
Thomastown Meadows Primary School is a vibrant and inclusive learning community, located in a quiet residential setting. With an enrolment of approximately 216 students, the school reflects a rich cultural diversity, with many students from multilingual backgrounds. This diversity is embraced as a strength, shaping a culture of inclusion, respect and high expectations for all learners.
Our school vision is grounded in the values of respect, honesty and empathy, and is brought to life through a strong commitment to student voice, agency and engagement. We prioritise the development of confident, independent learners who are active participants in their learning and positive contributors to their community.
Thomastown Meadows Primary School is recognised for its strong and consistent approach to student wellbeing. Our School Performance Report data places the school in the highest range within the Whittlesea Network for student wellbeing, reflecting a deeply embedded, whole-school commitment to positive, inclusive and supportive learning environments.
We implement evidence-based, positive classroom management strategies aligned with the school-Wide Positive Behaviour Support (SWPBS) framework. This includes a clear behaviour matrix, explicit teaching of expected behaviours, and a proactive approach that focuses on prevention, engagement and the development of self-regulation. These practices ensure calm, orderly and productive classrooms where all students feel safe, respected and ready to learn.
Student wellbeing is further strengthened through our participation in the Mental Health in Primary Schools initiative, equipping staff with the knowledge and strategies to support the social and emotional development of all students. Relationships are at the core of our work, with a strong emphasis on building trust, connection and a sense of belonging for every child.
Teaching and learning at Thomastown Meadows is driven by collaborative Professional Learning Communities, with a focus on evidence-based practice, data-informed planning and continuous improvement. Staff work together to design engaging and differentiated programs aligned with the Victorian Curriculum, ensuring all students are supported and challenged to achieve their personal best.
Technology is embedded across the curriculum, with all students having access to a number of personalised and innovative learning experiences and devices within the school. Specialist programs, including STEAM, Physical Education, Visual Arts and Music, enrich the curriculum and provide opportunities for students to explore their interests and strengths.
The STEAM program is a key feature of the school, delivered in a purpose-built, well-resourced learning space. Students engage in hands-on, inquiry-based learning that promotes creativity, critical thinking and problem-solving, including opportunities to work with coding, robotics, virtual technologies and 3D design. All specialists¿ programs are intentionally differentiated to cater for a wide range of abilities, ensuring all students are both supported and extended.
At Thomastown Meadows Primary School, we are committed to fostering a culture of high expectations, continuous growth and collective responsibility. We seek educators who are passionate, reflective and dedicated to making a positive impact, and who will contribute to a school environment where every student can thrive academically, socially and emotionally.
We are seeking a highly motivated and passionate educator to join our learning community. The successful applicant will be committed to delivering high-quality teaching and learning while contributing positively to the culture of the school. They will be supported to thrive and grow as an educator through strong collegial relationships, collaborative professional learning teams, and ongoing opportunities for professional development. This role is ideal for a reflective practitioner who is eager to build their capacity, embrace innovation, and make a meaningful impact on student learning and wellbeing.