Role
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 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:
1. Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, ( ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
2. Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
3. Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles ( 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.
4. 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.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
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 ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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:
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
Conditions of Employment
5. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
6. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
7. A probationary period may apply during the first year of employment and induction and support programs provided.
8. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
At Oxley Primary School we are committed to providing a safe, supportive and inclusive environment for all students, staff, and members of our community. Our school recognises the importance of the partnership between our school and parents and carers to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, creating an inclusive and safe school environment for our students. This is the statement that was created during 2022 while developing our School Wide Positive Behavior program.
Since 2022, we have had 4 classes at our school. The breakdown of these class groups have varied between a straight Foundation class or a Foundation/ Year 1 class with the other class groupings also being composite. Currently we have 5 Generalist classroom teachers, 1 MARC teacher (based out of Oxley Primary School), 1 Italian teacher (1 day a week), 1 Agriculture Science teacher (1 day a week), 3 Education Support Staff, 1 Business Manager, a Mental Health and Wellbeing leader .4, and a substantive principal. With the new adaptation of the Disability Inclusion Profile, we have increased our number of Education Support Staff.
Since 2022 Oxley Primary School have worked hard to build our capacity to work as a school that adopts procedures from the SWPBS program. We belive efforts to help students become socially competent members of society requires an ongoing and consistent whole school approach, focused on teaching and encouragement. This statement of belief, underpins all the work that we do at our school surrounding behaviour. Since 2022 we have developed and incorporated a model to track and assess student behaviour. This data is scrutinised every three weeks by staff with agreed actions to address any trends that are recognised by staff in the data. Our "Teacher Response" chart gives teachers clear guidelines around how to address different behaviours that are displayed by students. We have also been able to adopt a behviour matrix that gives the students clarity around expected behaviours across all areas of the school. At the start of 2024, we developed a scope and sequence for teaching expected behavioirs to the students. This scope and sequence is a combination of the Respectful Relationships program and the Oxley Primary School Behaviour Matrix.
Over the past few years we have developed our Tutor Learning Program. In 2024 our Tutor Program is 4 MaqLit/MiniLit classes 3 times a week. This is a research based program that assists in the development of the student's phonemicl awareness, phonics, fluency, vocabulary and comprehension.
Oxley Primary School has Instructional Models in place for Reading, Writing, and Numeracy. These models have been developed by the whole school. School Improvement Team conduct regular Learning Walks and Talks to monitor the effectiveness of the models by looking to see if the students are award of what they are being taught and why they are recieving the lessons that they are. With the development of these Instructional Models has been the development of Collaborative Planning Procedures. The planning procedures have been put into place to assist staff to build their knowledge or the curriculum and to share pedagogy.
Currently Oxley Primary School has an enrolment of 83 students.