Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Hume - Greater Shepparton
Reference: 1496401
About Wilmot Road Primary School
Wilmot Road Primary School (WRPS) is a diverse and dynamic school community in Shepparton, Victoria. Our students come to school with a range of cultural, linguistic, and social backgrounds, contributing to a learning environment that is strengthened by diversity and the positive relationships we foster.
Our vision is to create a community of lifelong learners who can reach their full potential in an inclusive, resilient, and supportive environment.
In 2025, with a new Leadership Team in place, we are entering a period of renewal. We are committed to leading with kindness, integrity, and transparency, while promoting a love of learning grounded in current research.
We aim to connect classroom learning to real-life experiences and provide opportunities for growth, while cultivating high-expectation relationships between staff, students, and our wider community.
WRPS proudly positions itself as a large, supportive network where everyone is valued and cared for. We are committed to equity and to ensuring every child has the opportunity to be their very best. To support this, we provide a wide range of onsite services, including
WRPS currently serves 238 students. Our community is vibrant and culturally diverse, with 54% of students speaking English as an additional language and 12% identifying as Aboriginal or Torres Strait Islander. Based on the Student Family Occupation and Education (SFOE) index, our socio-economic profile is classified as high. Many families rely on the school as a trusted source of support, advocacy, and connection to community services, a responsibility we embrace with pride.
Our vision is to be a school where:
Every child is a learner who can succeed in an environment that is safe, inclusive, and engaging.
Teaching is evidence-based, consistent, and impactful, aligned with the Victorian Teaching and Learning Model (VTLM 2.0).
The curriculum is knowledge-rich, engaging and purposeful, with global perspectives underpinning our core work in English and Mathematics.
Professional learning is embedded in daily practice, with staff engaged in cycles of reflection, coaching, and continuous improvement.
Families and community are active partners in learning, enriching our culture of belonging and achievement.
From 2026, we aim to deepen teacher practice through shared action plans, structured professional learning, and PLC teams, with a focus on:
Building high-expectation relationships between staff, students, and families through the lens of kindness, empathy, and compassion.
Developing fluency in the use of data to ensure teaching is responsive to student needs.
Implementing our school-designed knowledge-rich curriculum, centred on high-quality literature, DET initiatives, and the expectations of the VTLM 2.0.
Providing high-quality, purposeful English and Mathematics lessons that reduce teacher workload and strengthen collaborative planning, enabling a greater focus on pedagogy and adjustments for students.
Offering ongoing support from both Principal Class and Middle Leaders through classroom coaching, planning support, and assessment guidance.
Applicants should submit a cover letter, resume and response to the Key Selection Criteria. The names and contact details for three referees must also be included to support the written application.
SC1 Capacity to undertake support tasks in the classroom necessary for EAL students to be successful learners.
SC2 Demonstrated capacity to communicate effectively in English with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.
This position is from 8:50 am to 3:20 pm each day.
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.
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.
We seek a Multicultural Education Aide who can:
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