Ed Support Level 1-range 2

Selection Criteria 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.
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 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.
Responsibilities Responsibilities may include:

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

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 Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Location Profile East Bentleigh Primary School is in the Southeastern Victoria Region.
The school's staffing profile consists of 25.4 Equivalent Full Time (EFT) staff, two Principal Class, 23.4 teachers and 14.4 Education Support (ES) staff.
The school enrolment was 332 students at census day in February 2025.
This included 20 students receiving support from the Program for Students with Disabilities and 11 students receiving funding through the Disability and Inclusion Program.
The school has a relatively high proportion of students identified through the NCCD.
The 2025 Student Family Occupation Education (SFOE) index was 0.24.
The school's curriculum covers the eight learning areas and capabilities as required in the Victorian Curriculum framework.
Curriculum provision is based on a `dual stream¿ organisational arrangement:
- a `mainstream ' curriculum stream which is based on multi-age education philosophies
- a curriculum stream aligned with an Australian Curriculum, Assessment and Reporting Authority (ACARA) recognised alternative Curriculum Framework, based on the educational philosophies of Rudolf Steiner
Both streams use the Victorian Curriculum content descriptions as a reference point and are underpinned by the Victorian Curriculum.
Different learning styles are catered for at the school and to meet the individual needs of all students, two different methods of curriculum delivery are offered.
The two curriculum streams operate in parallel within the school.
Parents can place their child in whichever stream is more appropriate for the individual child.
In keeping with the school motto " Growing Together " all members of the community, children, staff, or parents are supported to feel that they belong.
Staff ensure equal educational opportunities for all students in the classroom and during outdoor activities.
We cater for a diversity of socio economic and cultural backgrounds.
The dedication and loyalty of both staff and parents are the school's most important asset.
The staff includes teachers, and specialists in art/craft, physical education, library, dance, LOTE (French) and music.
East Bentleigh is well known for the outstanding quality of its arts and environmental programs.
A particular delight to children and parents alike, are the many musical and dramatic performances held throughout the year.
East Bentleigh Primary School is a Stephanie Alexander Kitchen Garden Foundation School.
This has seen the implementation of a Kitchen Garden Program for children in Years 3 - 6, a wonderfully enriching program which embeds the concept of real-life learning.
Due to the hard work of the Garden and Environmental teams the school has won various awards.
The school is proud of its achievements and the strong sense of community it embodies.
The highly motivated, professional, and caring staff at our school put the needs of our children first, planning and implementing teaching and learning programs which develop inquiry, initiative, co-operation and independence.
Restorative Justice and Positive Education Principles underpin all we do at our inclusive and respectful school.
The Respectful Relationships initiative is embedded across the school to promote and model respect and equality to support children in building healthy relationships, resilience, and confidence.
Additionally, staff have been trained in the implementation of the Berry Street Education Model, and its principles are applied across the school.
Our school prides itself on catering for students with diverse learning needs with targeted programs developed to support students with identified needs.
Our students are served well by a large team of ES staff, with Diversity and Inclusion Leadership.
We promote Aboriginal culture and points of view making our school a culturally safe environment.
Our school has a strong commitment to Child Safe practices and policies.
East Bentleigh Primary School is on a path of improvement, to ensure that every educational opportunity is offered to individually support each unique student and family to progress and achieve to their very best.
Please see the school website www.eastbentleighps.vic.edu.au for information about the school, which includes strategic documents.
For applicants:
Please ensure you address the key selection criteria.
Also attach a cover letter and your CV.
Include your mobile contact number and email.
Please list up to three referees (name, position and contact number).
For file attachments, ensure your full name is in the file name.
For more information on this position please contact Sarah Spence, Principal, on (03) 9570 3***, or by email ***************@education.vic.gov.au.
Sarah will be able to discuss the position and the likely responsibilities of the successful applicant

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