This a full time role consisting 38 hours per week, including 30 minutes of unpaid lunch break.  Hours are from 7:00am to 3:06pm with additional hours as directed by the Principal.  20 additional paid days will be required to be worked by 1 week of each term break and 1 week early at the start of the school year.

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.

Elevation Secondary College is a new 7 – 12  Secondary College in Melbourne’s north.  The school opened its doors to its first cohort of Year 7 students in 2020 to a purpose built, state of the art educational facility. At present, the school has over 700 Year 7 – 10 students and will add an additional year 7 cohort each year until 2025 when it will become a 7 – 12 school. Our senior school VCE planning is well underway.

In 2022, Elevation Secondary College was named #1 best place to work in Australia/New Zealand in the Government, Education and Non for Profit sector by the Australian Financial Review and Inventium!

There has been great excitement in the community about the new school, which has been built with a Science, Technology and Arts Building, as well as a general-purpose learning community, Administration Centre and Library. Our second stage is under construction as we speak and It is expected that once all building stages are complete the school will have a capacity of 1200 students.

The school is situated in Melbourne’s booming northern growth corridor approximately 23 kilometres from Melbourne and services the rapidly growing and aspirational communities of the Aston and Highlands Estates in Craigieburn, Greenvale and further north to Mickleham. The school has had significant demand for enrolments since opening- well beyond current capacity.

School Vision

Elevation Secondary College is an outward facing school that values improving student learning, social emotional outcomes and educational attainment for all students.  The school is known for its academic excellence, orderly learning environments, inclusiveness and the outstanding opportunities it provides its students.

Elevation Secondary College teaches a broad and rigorous academic program that allows students to build skills in the context of a knowledge rich curriculum. Teachers engage students in lessons that challenge their thinking and promote academic effort and rigour. All students are supported in their wellbeing and engagement through a complementary system of high expectations, school wide positive behaviours and trauma informed classroom practices utilising the Berry Street Education Model. The school provides students with a range of extra-curricular programs that enhance learning in the classroom and the ability to engage the wider community, academic and corporate world.

Professional Learning Culture

Elevation Secondary College has a powerful professional learning culture, based on the idea that: “if we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve”  Dylan Wiliam University of London.  Staff at the school maintain a professional approach to teaching and learning.  The school has developed a culture of professional learning where observations, walkthroughs, coaching, data and academic research are commonly used to improve practice. Consistent with the schools behavioural expectations of Aim High, Work Hard, Be Good, staff will be expected to be aspirational, improvement focused and maintain positive and professional relationships with all members of the community at all times.

Staff will be expected to balance the need for high expectations of all learners with a positive educational and trauma informed approach to engagement and wellbeing inclusion.