Role
Time Fraction - One day per week. We are flexible on days.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 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.
Responsibilities
1. Manage the delivery of support services to students, teachers, parents and other school clients.
2. Ensure all external providers deliver the required service.
Who May Apply
Suitably qualified professional.
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
3. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
4. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
5. A probationary period may apply during the first year of employment and induction and support programs provided.
6. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Hamlyn Banks Primary School is situated in north-western Geelong, in the suburb of Hamlyn Heights. Our motto "Reaching New Heights Together" drives our work in all aspects of our learning community.
The school has 14 classes operating. The current staffing profile includes a balance of experience among staff, with many experienced teachers through to teachers in the early stages of their careers. Two full time Principal Class Officers, two Learning Specialists and a Wellbeing Leader supports the team of class teachers and education support staff. Our staff work in Professional Learning Teams to maintain the school¿s strong academic intent. All new staff participates in the HBPS Induction Program, which ensures all new staff are quickly informed of and can implement our school¿s programs and procedures.
Currently, there are a minimal number of students in the LBOTE category and a small number of ATSI children. We have several students that qualify for the Program for Students with Disabilities. The school¿s Student Family Occupation (SFO) and the Student Family Occupation and Education (SFOE) is .4703. Enrolment is 350 children with a relatively even spread of boys and girls enrolled at each year level. Enrolments are drawn from Hamlyn Heights and surrounding suburbs.
We have a balanced focus on student wellbeing and academic achievement, supported by strong connections with our school community. We foster parent engagement and participation through School Council, a parent volunteer program, student lead conferences and ongoing reporting to parents.
Our curriculum program addresses the Victorian Curriculum and is planned by our teams of educators during Professional Learning Team meetings and collaborative planning times. Our staff use our school¿s Teaching and Learning Cycle to plan curriculum experiences that will meet the needs of all learners, to reflect on student progress and to intervene appropriately. Our curriculum is responsive to student learning data. All children engage in units of inquiry, developing problem solving and critical thinking skills. In addition to the classroom teaching and learning programs we offer four specialist subjects including visual arts, performing arts, physical education, and STEM / LOTE (Chinese). We offer a robust wellbeing program that develops children¿s emotional awareness, self-regulation skills, resilience and empathy using the Zones of Regulation as a framework for our children alongside the HBPS Behaviour Matrix.
Our school has an established Bring Your Own Device (BYOD) program in the upper school and provides a range of ICT tools to children in the younger grades. The use of digital resources is embedded across the curriculum, and we have made a commitment to our children being digitally literate, safe and responsible users of digital technologies.
We have a focus on student leadership including a Student Leadership Team, Junior School Council, buddies program, debating program and student lead activities.
To support the ongoing development of a healthy school culture, we implement restorative practices in all we do. Our school values, BE SAFE, BE RESPONSIBLE and BE A LEARNER are at the centre of our work and support our children to make informed decisions about both their behaviour and learning.