Job posted: 11/05/2022
Applications close: 24/05/2022 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 11/07/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Other

Reference: 1278139

Reference: 1278139

Occupation: Other

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

Selection Criteria

SC1  Strong interpersonal skills and demonstrated ability to create positive relationships with families from diverse backgrounds especially culturally and linguistically diverse families, recently arrived and refugee families.

SC2 Demonstrated ability to develop community projects that support the community and builds their capacity and skills.

SC3 Strong networking skills and experience developing partnerships with other agencies to work together on a shared goal.

SC4 Demonstrated capacity to work both independently and collaboratively with a tea, including well developed planning, time management and organisational skills.

SC 5 Well developed oral communication skills, with a demonstrated capacity to liaise with the Arabic community, including translating and interpreting.


Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.  Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3.  Management of staff to achieve the expected outcomes is a key responsibility.  Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.  Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.  Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered.  Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.  Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.


Role and key responsibilities

  • Create a welcoming environment which encourages parents and their children to engage and become active in the School and community hub
  • Build relationships with parents and the local community and discover their strengths, aspirations and needs
  • Informed by your consultations, plan activities in partnership with local service providers in the early years and settlement context which align with the program outcomes framework. For example, setting up English language programs and playgroups
  • Support families increase their knowledge of child development, parenting, and settlement support by providing information sessions/programs at the school and commnity hub. These should include skill development and capacity building activities
  • Build strong relationships within the school and support the school to be able to develop families participation in early years and school readiness programs as well as the schools ability to support and respond to family needs
  • Advocate to local services on family needs and work in partnership with these organisations to make referrals or tailor programs that are delivered out of the school
  • Participate in community hub leader meetings and professional development opportunities in your local government area as well as the Community of Practice- a national space for you to learn from other hub leaders across all the states
  • Complete regular reports and share lessons and case studies with your support agency/Community Hubs Australia
  • Participate and support evaluations of the program

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 and Training 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.

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

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

Coolaroo South Primary School and Kindergarten is situated in a well-defined residential area in the City of Hume.  The school is in a comprehensive community recreational precinct with proximity to a range of local facilities including public transport.  Along with Foundation to Year 6 programs, Coolaroo South also facilitates a playgroup, 3 and 4-year-old Kindergarten programs. The school has excellent facilities with 12 well-resourced classrooms along with staff offices and spaces to allow for small teaching groups.

The school has a total of 225 enrolments. Its 36 staff include 2 principal class, 20 teaching staff and 14 ES staff. The SFO Index is 0.79 and its SFOE Index is 0.6. The school’s community draws from a wide range of cultural backgrounds.  It has a very high proportion of families from disadvantaged backgrounds and generally, very high numbers of newly arrived EAL learners. The number of newly arrived students has decreased in 2020/21 due to the impact of COVID on immigration.

Coolaroo South Primary School has spent time and energy in developing strategies, processes and procedures that not only improve student learning but provide a safe and efficient working environment. The school is a Respectful Relationships partner school and is focussed on developing socially competent students who are aware of their responsibilities in the wider community. The school also works hard to build positive relationships with all families ensuring they feel safe and supported.

Coolaroo South Primary prides itself on its commitment to improving student achievement by offering all students a challenging academic program devised to meet their individual needs. It has recently trained in the Professional Learning Communities (PLC) initiative and the Extending Mathematical Understanding (9EMU F-2) intervention specialist teaching course. The school uses an explicit language pedagogy that has seen strong growth in Reading.

The schools aims to connect all members of the community to learning and through its community hub, engages parents in a range of courses and programs preparing them for life in Australia. 

The school is organised into single classes whenever possible. It provides instruction in Physical Education, Visual and Performing Arts and Science and Spanish. The school offers weekly Arabic immersion classes to mother tongue students.

Student wellbeing continues to be a high priority for staff.  Provision is made for several support services including Access to Allied Psychological Services A(TAPS), Into the Future psychology and the SSSO network.  The school also employs the equivalent of 1.0 EFT speech therapists who provide phonological work alongside teachers as well as individual clinical work for PSD students.  Many of the staff are now trained in Berry Street (trauma informed practice) ensuring consistent implementation of these strategies. The school has a therapy dog who works across the school providing much needed social and emotional support to the entire school community.


Job type:

Full time / From 11/07/2022

Job classification:

Not provided


Anne-Maree Grozdanoski | 03 9309 1664