Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Hume - Greater Shepparton
Reference: 1547556
Cobram and District Specialist School was established in 1978 and is located in Cobram on the Murray River, approximately 280 kilometres north of Melbourne. The school is a dual-mode specialist setting providing educational programs for students aged five to eighteen years with a diagnosed intellectual disability. The school¿s catchment area extends from Yarrawonga to Katunga and across the New South Wales border to Finley.
The school is committed to delivering positive and engaging learning experiences that support each student to achieve their optimal level of academic, social, emotional, and physical independence. The core values of Respect, Safety, and Try Your Best underpin all aspects of school life. A whole-school approach to behaviour management is embedded through the implementation of Positive Behaviour Support (PBS). Within this framework, school values and expected behaviours are explicitly and systematically taught each week to promote safe, supportive, and productive learning environments.
The school currently enrols seventy-one students on a full-time basis. Eligibility for enrolment requires assessment by a registered psychologist and confirmation of an intellectual disability diagnosis. Each student has an Individual Education Plan (IEP), with goals collaboratively developed through Student Support Group (SSG) meetings involving parents, carers, and staff. The curriculum is aligned with the Victorian Curriculum Levels A¿D and F¿10, ensuring differentiated pathways to meet diverse learning needs.
The senior unit offers both the Victorian Pathways Certificate and the ASDAN Independent Living Skills pathway, supporting students in preparing for post-school transitions. Educational programs are enhanced through allied health services and a range of enrichment opportunities, including speech therapy, occupational therapy, camps, excursions, and community-based learning projects.
Students are organised into ten classrooms structured according to age and learning needs. The school maintains strong partnerships with local schools, service organisations, and health professionals to strengthen student learning and wellbeing outcomes. Inclusion programs with neighbouring mainstream schools are a valued component of the school¿s approach. The school also collaborates with Banmira, Belvoir, Seymour, and Wangaratta Specialist Schools, participating in inter-school sporting events such as swimming, athletics, cross-country, soccer, and basketball throughout the year.
School facilities include ten classrooms, an art room, a combined library and sewing room, a woodwork room, an ALERT regulation space, and a multipurpose facility incorporating a fully equipped kitchen. Students have access to contemporary information and communication technologies, with middle and senior students provided with one-to-one computer access. Outdoor facilities include playground equipment, a basketball court, and a garden area. Due to limited outdoor space, the school utilises the oval and playground facilities of the adjacent Cobram Primary School.
The leadership team comprises the Principal, Assistant Principal, and two Learning Specialists. Staffing includes seven full-time teachers, nine part-time teachers, twenty-five Education Support staff, a Business Manager, and an Office staff. Teachers work collaboratively with allied health professionals to design and implement high-quality, evidence-informed educational programs. The school employs a full-time Occupational Therapist, who also undertakes the role of Mental Health Practitioner for two days per week.
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