Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1481520
SC1 Relevant tertiary qualifications or relevant professional experience in an education setting.
SC2 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.
SC3 Demonstrated high level of digital literacy and proven and current knowledge off technology including online resources, relevant technologies and their application to learning outcomes.
SC4 Demonstrated capacity to communicate effectively including high level oral and written communication skills.
SC5 Demonstrated ability to assess priorities and manage competing deadlines both independently and as a member of a team.
SC6 A commitment to professional learning and growth for both self and others.
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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
Tarneit P-9 College opened its doors in January 2013 with an initial enrolment of 331 students. Since then, we have experienced rapid growth in line with our local community, reaching a peak enrolment of 2,366 students in 2023. Our current enrolment for 2025 is approximately 2000 students. Our core mission is to provide exceptional and inclusive educational opportunities to children in the diverse and expanding Tarneit area.
We are committed to high academic standards and excellence in all areas of school life. Our aim is to empower students with the knowledge, skills, and personal qualities needed to pursue their aspirations and make meaningful contributions to their communities.
The leadership of Tarneit P-9 College is dedicated to building teacher capacity and professional excellence. We aim to ensure that every student receives a high-quality, challenging, and engaging learning experiences. By fostering a positive educational environment, we nurture a lifelong love of learning and equip students with the tools to become confident, resilient, and aspirational individuals.
In 2022, we introduced a `House Model¿ to enhance student connectedness and foster a strong sense of belonging. This model supports students in becoming active participants in their learning journey.
The Professional Learning Community (PLC) Model is a key framework at our college for developing teacher capability. Our priorities within the PLC model include:
During the previous strategic planning cycle, we implemented an instructional model, established clear processes to plan and implement high quality curriculum and strengthened collaborative practices. While these initiatives laid a strong foundation, we recognise the need for deeper embedding and further improvement in student outcomes.
Moving forward, we will continue to apply evidence-based teaching strategies, enhance the use of data to inform curriculum and instruction, and prioritise cognitive challenge through High Impact Teaching Strategies (HITS) and rich learning tasks. Our goal is to improve both student learning achievement and wellbeing.
Tarneit P-9 College also places a strong emphasis on student wellbeing and a positive school culture. Programs such as School-Wide Positive Behaviour Support (SWPBS) and Respectful Relationships (RR) are central to our approach. These initiatives are supported by a school-wide culture of positivity, proactivity, and mutual respect, where students, staff, and the wider community practice and model exemplary behaviour and foster a safe, inclusive learning environment.
We take pride in being an inclusive, innovative, and forward-thinking school. Our dedicated staff are our most valuable resource, and we are committed to recognising and supporting their contributions. Our Coaching, Wellbeing, and Principal Class teams work collaboratively to support staff and ensure optimal outcomes for all students.
Our teaching practices are guided by high-impact, research-based pedagogy. We maintain high expectations for student growth, aiming for more than one year¿s progress for every student across all subject areas. As a community of highly skilled educators, we encourage students to inquire, problem-solve, create, and apply their knowledge in meaningful ways.
At Tarneit P-9 College, we are proud of the rich educational experiences we provide, tailored to the needs and aspirations of our diverse and talented student community. Our school culture is grounded in the core values of Learning, Inclusiveness, Responsibility, and Pride. These values underpin everything we do and reflect our unwavering commitment to the success of every student.