Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1519291
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
Required Hours: 8:45am - 3:15pm Monday - Friday.
Experience with Down Syndrome or a special school setting is preferrable.
Small in size. Big in impact.
Mentone Park Primary School is a vibrant, inclusive government school located in Mentone, 29 kilometres from Melbourne CBD. Proudly serving the Mentone community since 1968, our school has a proud legacy of delivering high-quality education in a safe, welcoming, and inclusive community. With a current enrolment of 181 students from Foundation to Year 6, Mentone Park is a school where every child is known, nurtured, and challenged to achieve their full potential.
We respectfully acknowledge the Traditional Owners of the land, the Bunurong people of the Kulin Nation, and celebrate our commitment to reconciliation through our Indigenous Garden and the development of our Reconciliation Action Plan.
At the heart of Mentone Park Primary School is a clear vision: to ignite a passion for learning and prepare our students for the future. We are committed to fostering curiosity, developing confidence, and nurturing the whole child in a supportive, inclusive environment where every student can thrive. Our school community is guided by our TIER values¿Teamwork, Integrity, Excellence, and Respect. These principles underpin everything we do, from learning in the classroom to outside playground interactions, helping students develop strong character alongside academic skills.
We are proud of our strong culture of learning, safety, collaboration and trust. Students are at the centre of all decisions, and staff are empowered to work together in an environment built on respect, shared responsibility, and mutual support. These elements are foundational to the way we lead, teach, and care for every learner.
We believe that high-impact learning cannot occur without psychological safety and a deep sense of belonging. Our community embraces open communication, restorative practices, and collective efficacy, ensuring both students and staff thrive.
We have a strong focus on English and Mathematics, delivering a carefully sequenced and rigorous curriculum aligned to the Victorian Curriculum. In 2024, we undertook a School Review, a reflective and collaborative process that has shaped our Strategic Plan and guided our future direction.
We launched our new instructional model which is aligned to the Victorian Teaching and Learning Model (VTLM 2.0). We implement explicit teaching, guided by the Gradual Release of Responsibility (I Do, We Do, You Do). Instruction is clear, intentional and evidence-based, supported by formative assessment and feedback to maximise student growth.
At Mentone Park Primary School, our English program from Foundation to Year 6 is informed by the science of learning and guided by evidence-based practices. We deliver systematic and direct explicit instruction that ensures all students build strong foundational skills and develop into confident, capable and literate learners. Our approach is designed to improve student learning outcomes across all year levels, with a consistent and professional commitment to high-quality teaching.
Our reading approach from Foundation to Year 6 is carefully designed to encompass all six essential components of reading, ensuring every student develops the skills they need to become successful, lifelong learners. The six components of reading that underpin our literacy instruction; Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension and Oral Language.
In Foundation to Year 2, we have implemented InitiaLit (developed by MultiLit) as our core English program for all students. InitiaLit is an evidence-based approach to early literacy instruction, which integrates systematic, explicit teaching of phonics, reading, spelling, vocabulary, and comprehension. Aligned with the Victorian Curriculum, InitaLit supports all students in building strong foundational reading skills while also identifying and addressing the needs of those requiring additional support. By using InitiaLit, we ensure a consistent, structured curriculum that reflects the latest research in how children learn to read and write, setting our students up for long term academic success and a lifelong love of reading. InitaLit integrates whole-class instruction while also providing small group and one-to-one support for those requiring additional help. This multi-tiered approach ensures that diverse learning needs are met.
In Years 3 and 4, we use SpellEx (developed by MultiLit) which is a systematic, structured and evidence-based reading and spelling program tailored to meet the needs of all our learners. It integrates key components of reading, such as phonics, morphology, vocabulary, and comprehension into engaging lessons that reinforce spelling patterns and reading strategies. Students also participate in novel studies that build strong reading, writing and thinking skills through high quality literature. Each unit guides students through a carefully chosen novel, combining vocabulary, grammar, and comprehension in engaging evidence-based lessons.
In Years 5 and 6, we use PhOrMes (developed by Shane Pearson) which is an evidence informed program that utilises the science of reading and learning. Students focus on target graphemes, spelling rules, morphology, word origins and build a deeper understanding of how words work. Students also participate in novel studies that build strong reading, writing and thinking skills through high quality literature. Each unit guides students through a carefully chosen novel, combining vocabulary, grammar, and comprehension in engaging evidence-based lessons.
Our reading intervention programs are MiniLit (F-2) and MacqLit (3-4), part of the MultiLit suite of programs. Both these programs align with the scope and sequence of our core InitiaLit program. Sessions are additional to the explicit Literacy instruction in the classroom. MiniLIt and MacqLit programs provide explicit and systematic support with targeted lessons to support the development of reading. Lessons teach phonemic awareness, phonics, fluency, vocabulary and comprehension. Regular assessment ensures that the identified students work on their goals in small groups with our specialist team.
Our writing is taught through a consistent, school-wide approach that is both systematic and explicit. Students receive direct instruction in the fundamentals of writing including handwriting, sentence construction/structure and paragraphing. They are regularly exposed to modelled examples and teachers provide ongoing, targeted feedback to support each student¿s progress. Our writing program ensures students develop the foundational skills to write with clarity, purpose and confidence across a range of genres including narrative, persuasive, procedural, information reports and poetry. Through this structured and supportive approach, we equip all students with the tools they need to become effective and expressive writers.
At Mentone Park Primary School, our mathematics program is designed to provide every student with the foundational skills and confidence necessary to become capable, flexible, and independent mathematical thinkers. We are committed to delivering a high-quality, evidence-based mathematics education that aligns with the Victorian Curriculum 2.0 and is underpinned by the new Victorian Teaching and Learning Model.
Our approach to teaching mathematics incorporates Explicit Direct Instruction (EDI) as a core methodology. This model ensures that concepts are taught in a clear, sequential, and structured manner, allowing students to master key mathematical skills before progressing to more complex ideas. Teachers clearly articulate learning intentions and success criteria, model strategies, provide guided practice, and monitor student understanding through frequent checks for learning. This ensures that all students, regardless of their current ability, can achieve success in mathematics.
At Mentone Park, student wellbeing is essential to academic success. We implement:
The Resilience Project
Positive Classroom Management Strategies
Resilience, Rights and Respectful Relationships
Zones of Regulation
A whole-school commitment to Child Safety Standards, including cultural safety and student empowerment
We actively promote inclusion, with tailored support for students with disability, and those requiring additional intervention or extension. Students are given authentic opportunities to lead, influence, and shape their learning and environment.
Equally, staff wellbeing is recognised as vital. We invest in collaboration, professional learning, and a culture of care to sustain a motivated and effective team.
Students participate in a rich specialist program including Visual Arts, Physical Education, Auslan, and STEAM. A wide range of extracurricular activities includes choir, dance club, lunchtime clubs, sustainability team, swimming and inter-school sport.
Our multi-age classroom structure (1/2, 3/4, 5/6) supports peer learning, mentoring and personalised teaching. Families are active partners in learning through School Council, Parent and Friends Association, community events, fundraising, sustainability projects and volunteering.
Mentone Park Primary School is committed to nurturing the whole child, academically, socially, and emotionally, within a connected, inclusive and forward-thinking learning community.