Ed Support Level 1-Range 2- Integration Aide/First Aid (Ed Support Level 1-Range 2)

Job posted: 13/05/2024
Applications close: 26/05/2024 (Midnight)
5 days remaining

5 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Part time / From 03/06/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1415280

Reference: 1415280

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

Selection Criteria

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 for up to 5 days per year in the School Holidays may be required in 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:

  • 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.
  • First Aid duties as requested by the Principal

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
  • Provide First Aid as required

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:


Conditions of Employment

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

Location Profile

Mernda Park Primary School has been constructed under the Public Private Partnership (PPP) Project. Under the PPP model, the school will be financed, designed, constructed and maintained by the private sector to high contractual standards over 25 years, allowing Principals and teachers to focus on student learning, rather than asset management.
Mernda Park Primary School is located on Riverdale Boulevard, Mernda in the City of Whittlesea; MPPS commenced operation in January 2017. Programs cater for students in Years Prep to 6. The state of the art facility provides the very best in contemporary educational design and promote active student-centred learning through the creation of adaptable, functional spaces.

Mernda Park Primary School (MPPS) is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making. 
MPPS has zero tolerance for child abuse and is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention is paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

Every person involved in MPPS has a responsibility to understand the important and specific role they play individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

MPPS provides access to an education of the highest quality for the young people of Mernda. The students are at the centre of all that we do. They are engaged through stimulating, relevant and inspiring educational experiences that ignite a life-long passion for learning and a strong community connectedness. MPPS upholds high expectations of all.

Inspirational teaching and quality learning is at the cornerstones of our school, and we have an outstanding team who support and challenge students to achieve their full potential. Staff provide a safe and stimulating learning environment for all students.

Teachers and students work in Learning Communities to create flexible teaching options and to better cater for the individual needs of all students. All teachers adopt a shared responsibility for all students within the Learning Community. All teachers and support staff work hard to provide a teaching pedagogy reflective of 21st Century designs, including ICT rich environments and Personalised Learning for all students.

MPPS has exemplary programs and features outstanding programs in the areas of STEAM, sport, literacy and numeracy, together with the arts.  The curriculum and teaching strategies encourage our students to have high expectations of themselves and their work, and to produce their best.

The school has been designed as a community hub and encourage community use and additional community facilities and programs through a partnership with the YMCA, CERES and Spotless. The relationships between the staff, students, parents and the community will be a fundamental strength of the school.
Our Vision

The student will be at the centre and purpose of all that we do. We prepare students to pursue their chosen pathways, interests and aspirations. All teachers and support staff work to provide a teaching pedagogy reflective of 21st Century designs including ICT rich environments and Personalised Learning for all students.  Teachers and students work collaboratively in Learning Communities, to create flexible teaching options to cater for the individual needs of all students. All teachers commit to having a shared responsibility of the academic success and general well-being of all students within the Learning Community.


Our Mission

It is the mission of this school to provide our students with a safe and supportive learning environment that motivates and challenges students to achieve their full potential.

- Be a school with student achievement, engagement and wellbeing as its moral purpose.

- Be a vibrant high performing school with outstanding student outcome data.

-  Have engaged, creative, happy and resilient students.

- Have a staff dedicated to high quality teaching and learning.

- Have consistent, relevant and documented curriculum reflecting best practice for the 21st century.

-  Have well developed and active community and parent partnerships in place.

Child Safety ¿

MPPS applies best practice standards in the recruitment and screening of staff, and will take all reasonable steps to ensure that it engages the most suitable and appropriate people to work with children. We will ensure that staff induction, education and training programs are a vital part of our commitment to safeguarding children and young people from abuse and neglect. All prospective staff and volunteers are required to maintain a valid Working with Children Check. The school¿s approach to child safety can be found on the website at www.mernda.park.ps@edumail.vic.gov.au in the following school policy - Child Safe Policy 
MPPS has clear expectations for staff and volunteers in making a report about a child or young person who may be in need of protection. Immediate action should include notifying the principal or a member of the school leadership team of their concerns and the reasons for those concerns and the school will take action to respond to a complaint. Reporting their concerns to the DHHS Child Protection or another appropriate agency. The school¿s policy and procedures for reporting a child safety concern or complaint can be found on the website at www.mernda.park.ps.vic.edu.au in the following school policy ¿ mandatory reporting policy.
Personnel understand their roles and responsibilities/ Code of conduct 
MPPS leaders and managers will ensure that each person understands their role, responsibilities and behaviour expected in protecting children and young people from abuse and neglect through the School induction process. Staff, volunteers and School Councillors will comply with the school¿s Code of Conduct. The school¿s Code of Conduct sets out clear awareness of the difference between appropriate and inappropriate behaviours. The school¿s code of conduct policy can be found on our website www.mernda.park.ps@education.vic.gov.au


Ed Support Level 1-Range 2- Integration Aide/First Aid (Ed Support Level 1-Range 2)

Job type:

Part time / From 03/06/2024

Job classification:

Ed Support Level 1-Range 2


Finoula Murray | 8776 9700

Ed Support Level 1-Range 2- Integration Aide/First Aid (Ed Support Level 1-Range 2)