Role
3 Days per week - hours per day
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.
Responsibilities
Responsibilities:
5. Responsible for the support, maintenance and upkeep of technology areas including the Trade Skills Centre
6. Regular review and maintenance of all tools both power and handheld
7. Take delivery of orders and maintain the storerooms in a clean, safe manner.
8. Preparation of class materials for practical sessions such as pre-cutting timber
9. Assist teachers during class times with heavy machinery and student enquiries aboutspecific construction techniques
10. Keep work benches clean and safe at all times for staff and student use, keep dust extraction systems clear
11. Liaise with industry to promote the Trade Skills Centre
12. Report, identify and provide advice regarding OH&S safety issues to Technology KLA Leader and OHS Coordinator
13. Safe work procedures to be maintained, visible and current for all machinery
14. Support VCAL program in the use of Technology area for relevant projects
15. Prepare displays and exhibitions
16. Store materials and equipment appropriately
17. Complete an annual stocktake; assist with reconciliation
18. Assist students on an individual or group basis in specific learning areas.
19. Assist with the communication between students and teachers, particularly theinterpretation of instructions.
20. Provide basic physical and emotional care for students.
21. Participate in team meetings.
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:
Other Information
22. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
23. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
24. A probationary period may apply during the first year of employment and induction and support programs provided.
25. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way.
Vision ¿ to be an inclusive connected flourishing learning community.
Our school values have been developed in consultation with the whole community. They are:
26. Aspiration
27. Kindness
28. Respect
Social ¿ community and demographics
29. On a single site the school comprises facilities for primary, secondary and special needs education
30. The school is highly integrated with a common set of values and behavioural and learning expectations for all
31. Overall enrolment numbers are reflecting the demographics of the Maryborough community
32. Strong and supportive School Council and parent involvement is encouraged.
33. Committed Student Representative Council and a strong student leadership structure
34. Enthusiastic, professional staff team consisting of 76 effective full-time teachers and school support staff.
35. Productive partnerships with Central Goldfields Council through the Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs and community groups, Goldfields Schools Network, and Goldfields Business Group
36. The school has a School Family Orientation of .6856
Educational
37. Provision of a vibrant and productive education, Foundation to 12 and Specialist Education.
38. Implementation of Professional Learning Teams to enhance staff effectiveness in best meeting the learning needs of all students
39. VCE, VET and VCAL courses
40. Trade Training Centre
41. Excellent further education pathways established and successful tertiary placements for students.
42. Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions, after-school activities, and sporting activities.
Technological
43. Bring Your Own Device computer provision is being phased in from 2015
44. Provision of computer suites and notebook trolleys are established throughout the school.
45. Internet and intranet use is supported
46. Data projectors in all learning areas
Environmental ¿ grounds and facilities
47. Classrooms modern and are traditional in their layout
48. Grounds improvements have included the construction of a new oval, primary playspace, Centre Heart development and extensive landscaping in recent years. Additional playground equipment, landscaping and outdoor enhancements are planned for