Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1515762
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.
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 400 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 2024) 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.