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.

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.

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

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

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

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

Phoenix P-12 Community College is a growing co-educational school situated in the southwest of Ballarat. We embrace learning across the life span by catering for students from the commencement of Kindergarten to the completion of Year 12. The College services a wide geographical area including the suburbs of Delacombe, Redan and Sebastopol and rural townships within the Golden Plains. Our College community includes a diverse range of families from various socio-economic backgrounds and prides itself on delivering outstanding academic and co-curricular educational opportunities for all students. Our goal is to develop socially respectful and responsible global citizens, by empowering our students to strive for personal, educational and vocational success and excellence.

Phoenix P-12 Community College is committed to educating the whole child. We build engagement through purposeful, student centred learning that emanates from an agreed instructional model. We ensure that every student is achieving optimal learning growth through outstanding instruction in literacy and numeracy and the provision of meaningful targeted feedback. Our comprehensive and challenging academic focus is supported by an extensive co-curricular program that includes sport, drama, music, public speaking, student leadership and the arts. The College explicitly teaches School Wide Positive Behaviours (SWPBS) to ensure that emotional wellbeing is fostered within every child and that they leave the College as active, positive members of the community.

The establishment of Learning Villages (Foundation to Year 4, Years 5 & 6 and Years 7-12) within the College ensures that every student has a deep sense of communal belonging. The College values of Respect, Responsibility, Integrity, Cooperation and Excellence are at the core of all relationships and guide every daily interaction. We believe that quality relationships based on mutual respect between parents, teachers and students are the key to us achieving our purpose.

Student wellbeing is critical in empowering students with the social and emotional competencies to experience success and happiness in a rapidly changing world. A comprehensive student wellbeing structure is in place throughout the College. These expert teams coordinate an extensive suite of programs and services that build student self-worth, personal identity and relationships of mutual respect. The College has comprehensive transition programs that support students as they prepare to enter school, progress through the College and prepare for life beyond the College.

The mission of Phoenix P-12 Community College is to excel in the provision of broad, flexible and inclusive educational pathways. ICT is embedded within the curriculum and across the College. Every student has the opportunity to be truly engaged in a comprehensive senior year’s program where VCE and VCAL pathways are equally valued. A wide range of VCE and VET studies are offered to our senior students including access to School Based Apprenticeships, supported through the DET Head Start Initiative.

Phoenix P-12 Community College is dedicated to achieving ongoing improvement in learning outcomes for its students. To achieve this there is a continual focus on the development of teacher practice and efficacy. All teachers are engaged with Professional Learning Communities (PLC’s) that follow the improvement cycle and have a foundation in the sharing of best practice and research. College leadership teams continue to seek out cutting edge professional learning experiences for the development of teacher practice and pedagogy. Alignment with the University Of Melbourne Network Of Schools provides an ongoing relationship with the world’s most respected educational leaders.