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.

Hours will be flexible.

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.

• 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

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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

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

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

At Cranbourne Primary School staff are positive, committed and work as a team to support students and each other. We work together to give new approaches a try and have fun while doing it. We encourage you to contact the principal (Lachlan.yeates@education.vic.gov.au) to organise a tour of the school. More information about our programs and reasons why you should work at Cranbourne can be found here: https://www.cranbourne-ps.vic.edu.au/page/318

Cranbourne Primary School is located in the Casey South Network and the municipality of the City of Casey. The City of Casey is the third fastest growing municipality in Victoria. Cranbourne Primary School is located geographically in the original section of Cranbourne within walking distance to the Cranbourne Park Shopping Centre, Casey RACE – swimming center, Cranbourne Secondary College, Cranbourne library, and the Cranbourne sporting complex. The school has a designated geographical zone with 80% of enrolled students travelling to the school from outside the dedicated zone. The SFO is currently 0.60 and the SFOE index is 0.5238. 

The student enrolment is currently 247. The school is structured into four Learning Communities - Foundation, Junior, Middle and Senior. The student population is culturally diverse with families who have backgrounds which include over 28 languages, including English and 64% of students with Language Background Other Than English (LBOTE). Our students with limited English are supported by a 0.8 EAL teacher, who provides students the opportunity to develop their oral and literacy skills in small groups. The school has increased practices of inclusion for students and families who are refugees and/or who have experienced trauma. This work was undertaken in partnership with Foundation House. The next step to promote and develop community connections is the development of a Community Hub.

Cranbourne Primary School staff plan, teach and assess student outcomes collaboratively in Professional Learning Teams. The teaching and learning is planned and delivered using our Instructional Model that is based on E5.  Students participate in specialist classes that include PE, Health, ICT and Visual & Performing Arts. Students have access to Mad on Music, which is an external instrumental music program delivered during school hours to students. Specialist sessions are conducted concurrently to provide teachers from the same Learning Community with shared planning time.   

In 2023 the staffing profile of the school includes 1 Principal, 3 Learning Specialists, 1 Leading Teachers, 12 home group teachers, 0.8 EAL teacher, 2.6 specialist teachers offering PE, ICT, Visual & Performing Arts, 2 Administrative staff and 7 Integration Aides.  Total FTE 29.56.

The school is supported strongly by parents who contribute to School Council and actively raising funds through our Community Links Group.

Students transition into the school from feeder Pre Schools and Day Care Centers which are mainly local in Cranbourne.  The majority of Year 6 students go on to local schools including Cranbourne Secondary and Cranbourne East Secondary, however, some students do transition beyond the Cranbourne area.

The school supports students on the PSD program and all student wellbeing across the school by working closely with families and coordinating support from external service providers including: Orange Door, Kids Hope mentor program, Versa Learn - Speech Pathologists, Occupational Therapists, Pediatricians, Monash Children’s Hospital, Psychologists and the Casey South network SSSO team. 

The school has established strong partnerships with DFFH, Lookout, Berry St to support students in OHC and the regional KESO supporting our students who identify as Indigenous.

CPS gymnasium upgrade has now been completed and has already improved the connections to local sporting groups and re-established partnerships through the hiring of our facilities.