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.

• 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

TRARALGON COLLEGE

At Traralgon College we are focused on achieving our purpose of “Growing together as adaptable, confident, successful learners and citizens”. This is supported by a well-developed vision which describes what our students will do, how our staff work, individually and in teams, and how our leaders work.  Our college is focused on working in highly effective teams and we believe in these teams taking collective accountability for the learning, wellbeing and pathways of our students.

Our college values which we believe support the achievement of our purpose and vision are:

·         Respect for self, others and our environment,

·         Responsibility to strive for success,

·         Resilience to take on new challenges.

Our curriculum is planned using the Understanding by Design framework and we are focused on supporting student growth through inquiry learning and a positive and supportive learning culture. We emphasise the need to plan for deep learning and to plan for and teach the learning behaviours we look for in our students. The College’s Positive Behaviour Support program and Berry Street Education Model frames an emerging practice that is having a positive impact on our school's environment.

Traralgon College is the sole government secondary provider in Traralgon, situated at the eastern end of the Latrobe Valley in Gippsland. The college has an enrolment of approximately 1100 students across our two campuses. In 2022 our Shakespeare St campus will consist of years 7 and 8, with our Grey Street Campus consisting of years 9 to 12 including VCAL students. Our two campuses are approximately 4 km apart. 

Fortunately, the college is currently in the early stages of the Traralgon College and Latrobe Special Development School Regeneration Project. Since 2018, the Victorian Government has committed more than $30 million for this project, which will provide local students with safe and nurturing state-of-the-art education facilities. The funding will be used to upgrade and modernise our Grey Street campus and build a new VCE Centre. The new centre will feature a variety of teaching and learning areas, including a creative space and presentation space. We will begin construction on Stage 1 of the project in mid-2021 and finish in mid-2022. Stage 2, which will include a new administration building, library, a Years 9 and 10 building, and a science building, is due for completion by the end of 2023.

Our ambition is to be the school of choice for students and parents in Traralgon. We are also creating a destination for teachers and leaders to develop their practice within a dynamic, professionally challenging, stimulating and rewarding environment.

Our community is a relatively diverse community in socio economic terms drawing on students from Traralgon as well as the surrounding smaller towns. We cater for many students from disadvantaged families as well as those from better off situations, as reflected by our SFOE Index of 0.53.

The college offers a curriculum which progresses from a core curriculum at years 7 and 8 to a core with electives at years 9 & 10 and an extensive VCE and VCAL program with internal and external VET options at years 11 & 12. At our Shakespeare Street campus, we are moving towards a ‘studies of Asia’ focus and building a Chinese language program with support of Confucius Classroom teaching assistance. We offer a range of extra-curricular programs similar to most other larger secondary colleges, as well as, international travel opportunities with our sister school in China and through programs such as the Global Challenge. We also offer an award winning Wakakirri program that is a true college collaboration.

The College provides a comprehensive and inclusive curriculum with a range of pathways to meet the interests and needs of a wide variety of students. Literacy, numeracy and ICT are integrated into the teaching and learning program, and a wide range of VCE and VET studies are offered to our senior students, including VCAL provision, and access to School Based Apprenticeships.

We support students who are at risk of disengagement with a Hands on Learning program at the Shakespeare Street Campus and with alternative programs at years 8, 9 and year 10. At Traralgon College we have a 1:1 laptop program for all students to support inquiry and use of ICT in the classroom.

The college is led by a principal team with a College Principal across both campuses and a Campus Principal and Assistant Principal at each campus. Together with the leading teachers and learning specialists, they form the college and campus leadership teams. Staff employed at Traralgon College are employed on a college basis and may from time to time be transferred from one campus to the other in line with the college’s needs.