SC1 The capacity to work with students who require support to develop their musical skills and talents (notably, drums, keyboard/piano, bass and guitar)

SC2 Demonstrated ability to problem solve and use initiative as well as to work independently or under supervision

SC3 Demonstrated high level oral and written communication skills

SC4 Possess the technical knowledge and expertise relevant to the position

SC5 Demonstrated commitment to professional learning and growth for both self and others

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy.  This may include the supervision and coordination of other education support class staff within the work area or educational program.  Supervision and coordination would be limited to ensuring routine tasks are performed to required standards.  Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2.  Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1.  Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role. 

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time.  The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options.  Routine technical support in libraries, science and information technology laboratories would be typical examples.

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.

• Provide specialist advice, under supervision of senior personnel, to students in relation to the handling and use of materials and equipment.
• Assist with the provision of a reference service to teachers.
• Develop and implement safety procedures within work and/or teaching areas in accordance with school policy and relevant safety legislation.
• Advise teachers about technical components of curriculum implementation.
• Manage the use of equipment

The position involves working with students to develop their skills and knowledge in instrumental music.

The instrumental music education support class position supports the educational services being provided to students but will 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.

The education support officer will be working under the direct guidance and structure of a qualified teacher and the role will provide specialist advice, under supervision of senior personnel, to students in relation to instrumental music. This will also include:

• To contribute positively to the music faculty and the school.
• To support the various bands, musical groups and individual students in developing the music program at the school.
• Manage equipment and materials under the supervision of teachers.
• Some after-hours work may be involved

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• Until 2026 teachers will have a higher than normal curriculum development role. This curriculum is developed in detail, is shared and is collaborative in nature.
• In 2023 we have Year 7 and Year 8 students. In 2024 we add Year 9, and then each year level after that.
• Applications should be constructed, and attached, as one document.
• Applications should include your cover letter, CV, response to the Key Selection Criteria and a list of 3 relevant referees.
• Applications should be saved as a PDF.
• As the school grows, the time fraction for this role is expected to increase and will be reviewed annually.

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx