Role
Attendance is 3 days a week: to The 3 days are negotiable.
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
5. Manage the use and maintenance of equipment within a work area.
6. Ensure security is maintained within a work area.
7. Manage procedures relating to the hiring of school buildings and equipment in accordance with school policy.
8. Manage procedures relating to the maintenance of specialist collections, library resource material and collections.
9. Evaluate and select equipment and materials and make recommendations to senior management.
10. Develop procedures relating to the use and maintenance of equipment and materials.
11. Coordinate the purchase of equipment and materials.
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
12. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
13. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
14. A probationary period may apply during the first year of employment and induction and support programs provided.
15. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Topirum Primary School is one of 14 new schools to open from the beginning of the 2024 school year. The school is located in the Smiths Lane estate, Clyde North, in the outer eastern suburbs of Melbourne.
The school has a current enrolment of 240 students from prep to grade 6. There are currently 11 classes. The specialist subjects offered are visual art, performing art, media, physical education and library. The school provides iPads for junior classes and Lenovo laptops for senior classes. The school uses the Office365 platform and Compass for parent communication.
The school facilities include: an administration and library building; 2 learning neighborhoods; a community hub with indoor multi-use court; canteen; arts/music spaces; hard courts; a sports field and staff carpark. Students have great modern learning areas with air conditioning and heating. Outside, they will have shade sails for sun protection. The school is designed to be environmentally sustainable.
The school is expected to have significant growth in enrolments over the coming years. For 2025, we are expecting between 320- 370 students.
The school mission is to offer students a well-rounded educational experience that prepares them with the academic, social, and emotional skills to succeed in life.The school vision is to teach our students to become confident and creative young people, who pursue their passions and strive for excellence. They will have an inquiring mind and be empowered to become engaged citizens who contribute positively to society.
The school annual improvement plan priorities for 2024 are:
Goal 1:
I.A learning key improvement strategy to support both those who need scaffolding and those who have thrived to continue to extend their learning, especially in numeracy.
II.A wellbeing key improvement strategy to effectively mobilise available resources to support students' wellbeing and mental health, especially the most vulnerable.
Goal 2:
In 2024, as the first year of a new school, we will engage with our school community to develop strong relationships and active partnerships between the school and families/carers to support the learning and engagement of our students.
Please see the school websitefor information about the school.
This position is for a school maintenance person.