Ed Support Level 1-Range 2

Job posted: 14/03/2023
Applications close: 27/03/2023 (Midnight)
5 days remaining

5 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 24/04/2023 - 20/12/2023

Organisation: Education and Training

Salary: Salary not specified

Occupation: Other

Reference: 1336311

Reference: 1336311

Occupation: Other

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Selection Criteria

SC1. A demonstrated ability to work and communicate effectively as part of a multidisciplinary team with highly developed interpersonal skills.

SC2. A demonstrated ability to identify and respond effectively to student behavioural issues under direction from the classroom teacher using school-wide positive behaviour supports.

SC3. A demonstrated ability to support students with a moderate intellectual disability to access their learning and develop independence across a range of school programs, including classroom programs, excursion programs, and personal care programs.

SC4.  A demonstrated ability to use augmentative and alternative communication (AAC) systems to support students with complex social communication impairments.




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:

  • Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
  • Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
  • Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken 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.
  • 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 would be typical examples.

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.


  • Work with individual students or small groups under the supervision of the teacher
  • Assist teachers with the supervision of students during class programs, yard duty, excursions, foyer duty, specialist programs, transitions, arrival and departure of students.
  • Be aware of individual student goals
  • Follow student Safety Escalation Plans
  • Assist to develop independent living skills eg. eating, dressing, personal hygiene
  • Model positive age appropriate and socially appropriate behaviour
  • Engage students by participating in all activities and having a positive attitude


Learning Environment

  • Set up the classroom and help with classroom organization
  • Set up chairs and tables, organize equipment, clean and maintain work areas
  • Prepare/organise individual student equipment- cup, swing, communication device (charged), visuals, schedules.
  • Restock classroom and bathroom supplies such as tissues, towels, sanitary items and hand wash, clean areas as required
  • Complete playground checks by looking for any safety issues and reporting these to OHS representative
  • Assist with the setting up and packing away of outdoor equipment


Preparation of Learning Materials

  • Prepare materials (photocopying, binding, typing, laminating) under teacher/therapist direction  
  • Prepare and developing multimedia resources and supports                                                                                                                                                                                      
  • Make educational aids and curriculum resources



  • Communicate concerns and provide feedback on student emotional and physical needs directly to the classroom teacher.
  • Refer families to the teacher regarding personal information, issues related to classroom work, medication, special programs, behaviour, and incidents
  • Be welcoming and receptive towards all students and families
  • Speak positively about all students, colleagues and the school

Assist to toilet students:

  • Respect privacy and dignity
  • Promote independence
  • Ensure personal hygiene is maintained.
  • change and appropriately dispose of nappies
  • Male ES staff will NOT complete 1:1 personal care of female students, however they may assist in a 2:1 ratio with a regular female staff member if they are comfortable with this arrangement. This is to be negotiated with Principal Class


Mealtime assistance

  • Prepare food involving students where possible
  • Supervise and encourage appropriate social skills at morning tea and lunch
  • Promote independence
  • Follow individual meal assist protocols
  • Meal assistance time is not a time for bathroom routines/ toileting

Manual Handling

  • Adhere to Safe Work Procedures developed by Physiotherapists and Occupational Therapists in relation to student manual handling and use of equipment e.g standing frames, walking frames, hoists, slings, AFO’s

Who May Apply

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

EEO AND OHS Commitment

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 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.  It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

Child Safe Standards

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

DET Values

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

Other Information

Level 2 First aid prefered

Conditions of Employment

  • 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

Location Profile

Croydon Special Developmental School is a school for students with moderate to severe intellectual disabilities.

Our vision is for all students to be given every opportunity to reach their full potential and be encouraged to develop maximum independence according to their ability.  The learning experiences and needs of students are central to all decision making.  A positive self-image is crucial to the learning process and is nurtured ensuring each student experiences success. We are implementing Positive Education and the School Wide Positive Behaviour Support framework. Our school values are care, share, do your best and be safe.

 Students are aged between 4.8 and 18 years and are grouped in classes according to age and student needs.  Individual Education Programs are provided for all students in the school by a multi-disciplinary team including parents/care givers, teachers and education support staff, including allied health staff.  The school has four sections - Early Education, Junior, Primary, Secondary and Transition.

We have a comprehensive and challenging curriculum based on the Victorian Curriculum A-D and emphasis on particular curriculum areas relates directly to individual needs, abilities and interests.  Classrooms are staffed with Special Education trained teachers and teacher assistants.  There are specialist staff allocated to Hydrotherapy/Swimming, PE and Library. Whilst communication forms the core of the curriculum, where appropriate, emphasis is also placed on independent living skills, social behaviour, functional academic skills and recreation. An allied health team consisting of a physiotherapist, speech pathologists, an occupational therapist and allied health assistants also supports students' to participate in their educational program.  The school also supports the health and welfare of students by employing a nurse and a family support coordinator.

Ed Support Level 1-Range 2

Job type:

Part time / From 24/04/2023 - 20/12/2023

Job classification:

Not provided


Christine Pillot | 9725 4933

Ed Support Level 1-Range 2