ES Level 1-Range 2 - Classroom Support

Job posted: 15/03/2023
Applications close: 28/03/2023 (Midnight)
9 days remaining

9 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 24/04/2023 - 18/01/2024

Organisation: Education and Training

Salary: Salary not specified

Occupation: Teacher

Reference: 1336696

Reference: 1336696

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Eastern 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 of providing support within the classroom.

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. The ability to assist students with digital technologies, physical activity, or cooking would be advantageous.

SC5  Demonstrated capacity to provide advice and support to management and other school staff in respect to the progress of students, particularly on a social and emotional level.

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 are not required.

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

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

Please note: this position will be 30.4 hours over 5 days. 

Location Profile

Note: We are looking for a person with character strengths in kindness, gratitude, fairness, curiosity, and bravery.

Please read the entire location and role description before considering applying.

Croydon Community School is a leader in the provision of education for students who are at significant risk of not completing secondary education. Factors which impact on students who enrol at Croydon CS include:

•    Extended breaks in their previous education

•    Mental health issues

•    Traumatic experiences in their past and/or present

•    Low learning confidence

•    Deficit literacy and numeracy skills

•    Deficit personal and social skills

•    Diagnosed and undiagnosed disabilities

•    Gender and sexual identity


These factors mean that the school’s design and preferred way of working with students and their families/carers does not align with mainstream education, nor with everyone’s personal philosophies. If you are not truly passionate about using a ‘whatever it takes’ approach and having students at the centre of every decision you make, our school and this job are not for you. It is not fair on the young people at our school who have suffered traumas and require a very special approach, and too tough a gig for you personally if you do not have the personal strengths to match this approach.

The school assesses where necessary against the Victorian Curriculum and Senior Certificate requirements of DET and VCAA, whilst under the Big Picture Learning design at all year levels. Previous experience in a Big Picture Learning is not required, but a strong belief in Big Picture’s 12 Distinguishers and philosophy, and an unwavering commitment to ‘One student at a time in a community of learners’ is essential. For more information see https://www.bigpicture.org.au

Belief in unlimited possibilities for student growth and success, regardless of starting point, and being totally committed to doing whatever is necessary to achieve student growth in academic, personal, and social learning is essential.

The school focus is to build strong, appropriate relationships with students and to develop feelings of safety and confidence within each student so that their ability to learn new things is maximised. Deep understandings and a maturity to behave professionally and with appropriate boundaries when working with students and their families/carers is essential.

Every student has an individual education plan and an individual learning plan written by them with assistance from teachers and consultation with family/carers every term. Assessment of learning is conducted in Exhibitions which students present to teachers and families at the end of every term. Diagnostic assessments are also regularly completed, although our preferred focus in on formative assessment and the measurement of growth ahead of achievement levels. The school is also a member of the Maroondah Positive Education Network and explicitly teaches the program. More information about the school can be found at our website www.croydoncs.vic.edu.au

This position is for a person to assist in classroom program. We are seeking someone who is excited and open to learn lots about Big Picture Learning; working in a trauma-informed way; being open to new ways of ‘doing school’; and contributing to a positive staff team. They must have a personal love of learning, and hope for all young people, hold justice and fairness as essential moral beliefs, and approach everything they do with excitement and energy. The goal is to improve every students’ learning growth, and to foster them to adopt new beliefs which assist them to increase by a minimum of one year each school year, regardless of their starting point. The successful applicant MUST be able to demonstrate a high level of emotional self-regulation and personal management practices to work daily with our marginalised and vulnerable children and young people who may have experienced complex trauma. 

Other relevant data to the school includes:

•    Less than 5% of students live in the areas close to the school. Some travel for over an hour each way to attend.

•    Currently 25% of the students are receiving additional funding under the Program for Students with Disabilities.

•    Currently 20% of the students are living in Out of Home Care

•    100% of students have additional needs, including learning disabilities, serious mental health issues, severe behaviour disorders and severe language disorders.

•    Approximately half the students have a diagnosis of, or display many of the characteristics of, autism spectrum disorders

•    75% of students commence significantly below expected levels in literacy and numeracy

ES Level 1-Range 2 - Classroom Support

Job type:

Part time / From 24/04/2023 - 18/01/2024

Job classification:

Not provided


Bronwyn Harcourt | 03 9724 2900

ES Level 1-Range 2 - Classroom Support