Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1510788
KSC 1 Demonstrated knowledge and understanding of first aid management including asthma management, anaphylaxis, wound management, epilepsy and associated conditions.
KSC 2 Demonstrated capacity to collate, update and maintain all student health information as required.
KSC 3 Demonstrated ability to develop and write policies in accordance with DE guidelines
KSC 4 Demonstrated ability to liaise with students with a disability, parents, carers, doctors and other relevant external organisations.
KSC 5 Demonstrated capacity to provide advice and support to leadership and staff.
KSC 6 Demonstrated capacity to work as part of a collaborative interdisciplinary professional team and contribute significantly to the achievements of the team.
Attendance is 10.00am to 2.30pm school days. The time fraction is focused on managing the first aid department over the school recess and lunch breaks.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
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
Topirum Primary School is a new school which opened in 2024. The school is located in the Smiths Lane estate, Clyde North, in the outer eastern suburbs of Melbourne.
For 2026, the school has a projected enrolment of 650-700 students from prep to grade 6. There are expected to be about 31 classes. The specialist subjects offered in 2025 are visual art, music, science, physical education and French language. The school provides iPads for junior classes and Lenovo laptops for senior classes. The school uses the Google platform and Compass for communication.
The school facilities include: an administration and library building; 2 learning neighborhoods; a community hub with indoor multi-use court; canteen; arts/music spaces; hard courts; a sports field and staff car park. From 2025, modern portables are also used for classrooms. Students have great learning areas with air conditioning and heating. Outside, they have shade sails for sun protection. The school is designed to be environmentally sustainable.
A Topirum Primary School Kindergarten opened in 2025 and is located on the school site. A before and after school service is operated by DS Sports.
The school has experienced significant growth in its first two years, and this is expected for 2026 and beyond.
The school mission is to offer students a well-rounded educational experience that prepares them with the academic, social, and emotional skills to succeed in life. The school vision is to teach our students to become confident and creative young people, who pursue their passions and strive for excellence. They will have an inquiring mind and be empowered to become engaged citizens who contribute positively to society.
The school offers a vibrant and engaging curriculum utilising a reader¿s and writer¿s workshop model with a focus on mentor texts. A maths workshop model highlights rich tasks, a focus on a positive maths mindset and the four proficiencies. Our inquiry learning is differentiated with a discovery learning approach in prep to grade 2 and a project-based approach in grades 3 to 6. Our specialist program is valued in the school, providing students with further opportunities to develop their skills and passions. We provide a dedicated EAL teacher to support students and also intervention support. We conduct a high abilities program and participate in the school network masterclass initiative. The school has a wonderful learning support team who support students with disability/learning needs in the classroom.
The school invests in mentoring and coaching with our learning specialist team available to support graduates and new teachers. Teachers collaborate in a formal professional learning community (PLC) structure for planning and assessment. Underpinning our curriculum program is a firm pedagogical belief that learning is student-centered and learning tasks are authentic, meaningful and students have a degree of autonomy in their learning choices.
The school implements a multi-tiered system approach to supporting all students. A humanist philosophy to understanding student behaviour and development informs our support structures including: restorative practices, circle time, ready to learn scales, use of reset spaces, process praise and modified adjustments for learning. Students have IEPs and BSPs as required to personalise the learning and set realistic goals. The school has a rigorous approach to accessing tier 3 funding through the disability inclusion profile process. Other supports are implemented in a targeted way including music therapy, counselling, youth workers and NDIS therapy.
The school strategic plan goals for 2025-2029 are:
Goal 1: Improve learning outcomes for literacy and numeracy.
Key Improvement Strategies:
Goal 2: Improve student wellbeing and engagement.
Key Improvement Strategies:
Please see the school website topirumps.vic.edu.au for information about the school.
For applicants:
Please ensure you address the key selection criteria. Also attach a cover letter and your CV. Include your mobile contact number, email and VIT registration number (if applicable). Please list up to three referees (name, position and contact number). For file attachments, ensure your full name is in the file name.
This position is for a part-time school nurse to manage the school first aid department. The role will include some reception/admin duties as part of the reception team. Applicants should have an accredited nurse qualification.
For more information on this position, please contact Marc de Ley, principal, on 03 5929 2999 or by email [email protected].