Ed Support Level 1-Range 2

Job posted: 11/07/2024
Applications close: 24/07/2024 (Midnight)
9 days remaining

9 days remaining

Job Description

Location: Melbourne | Cranbourne

Job type: Full time / From 05/08/2024 - 20/12/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1423997

Reference: 1423997

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Cranbourne

Location Profile

Clyde Primary School, established on its current site in 1910, is located in the community of Clyde in the City of Casey, one of Melbourne¿s fastest growing areas. The school is 5 kilometres east of Cranbourne and 10 kilometres south of Berwick. The physical environment of the school has much to offer with mature trees, a large oval and adjacent farmland giving the school a rural feel.

Clyde Primary School¿s student enrolment is consistently increasing each year and throughout the year. The total number of students for 2024 is around 500 from Foundation to Year 6. Our enrolments are continuing to increase due to significant housing development in the area and we anticipate that this will continue in the coming years. Students come from a wide geographic area and student intake is from many different kindergartens. Graduating Year 6 students feed a range of secondary settings including a variety of government and private secondary settings.

The class structure at Clyde Primary School is based on same cohort groups for each PLT. The current composition consists of four foundation classes, three classes at Year 1, three classes at Year 2, three classes at Year 3, three classes at Year 4, three classes at Year 5 and three classes at Year 6.  Specialist classes that are provided include Physical Education (PE), Art, Digital Technology, LOTE and Music

The staffing profile consists of 1 Principal, 1 Assistant Principal, 1 Leading Teacher,

1 Learning Specialist, 32 Teachers (26 full time, 6 part time) and 9 ES staff. All teachers at Clyde PS work within a whole school PLC (Professional Learning Community) and within sub-school Professional Learning Teams (PLTs). 

Curriculum planning commences in our PLT meetings. In PLT meetings staff use data analysis created from the curriculum and other research base to ensure that they are planning for each student¿s individual needs. They use PLTs to plan for extension, intervention and to identify effective teaching strategies. Staff attend a Professional Learning Session on Monday and Thursday afternoons.

Clyde PS run additional programs to support students throughout their schooling. These include School Camps, Chaplaincy Program, Transition Programs, Before and After School Program, Life Education, Student Representative Council, Swimming Program, School Performances, Instrumental Music Program and Christmas Concerts.

Selection Criteria

SC1 Demonstrated capacity to support the classroom teacher to implement an educational program for a student with a disability, as well as providing support to other students in the class as directed by the teacher.

SC2 Demonstrated ability to support positive learning outcomes for students with behaviours of concern or other learning needs.

SC3 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC4 Demonstrated ability to work flexibly within a school environment.


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

Who May Apply

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

EEO AND OHS Commitment

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.

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).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@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:


DE Values

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:


Other Information

  • 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

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
Ed Support Level 1-Range 2

Job type:

Full time / From 05/08/2024 - 20/12/2024

Job classification:

Ed Support Level 1-Range 2


Michelle Mackenlay | 03 5998 5293

Ed Support Level 1-Range 2