▷ Apply Now Disability Inclusion Classroom Support

Occupation: Education and training

Location: Melbourne - Southern suburbs

Reference: 1504132

Location Profile

Mentone Girls Secondary College (MGSC) is the only government girls¿ school in the South-Eastern suburbs. Students attending the college travel from over 42 different suburbs. The school facilities include an Arts building, Technology Centre, Music and Media Centres, a Middle School Wing, Junior Learning Centre, a VCE Study Centre and a Library. The grounds include a newly upgraded oval which comprises of an all-weather running track, high jump, triple jump and long jump pits, a soccer and football playfield, basketball and netball courts and a gymnasium. In 2021 works on a dedicated STEAM Centre were completed.

The enrolment numbers projected to be approximately 1150 students in 2026. The school has high expectations of its staff and students. The College offers specialist programs such as instrumental music and band forms. A Personal Learning Program is part of the compulsory curriculum for students in years 7-10 and has a well-being and resilience focus that complements the Health Education and Careers Programs.The College has an established Enhancement Program available from Year 7. The college also has an International Student Program comprising students from several different countries.

The College has an Instructional Model known as FIDE (Fire Up, Instruction, Do, Evaluate) which incorporates High Impact Teaching Strategies (HITS) and differentiation. Teachers routinely use data to inform curriculum design and assessment practices and actively seek student and peer feedback to inform and reflect on their teaching.

- The development of the whole person through the resourcing of a broad range of curricular and co-curricular programs.
- Student Leadership, Agency and Voice.
- Diversity and respect.
- Teacher collaboration.
- Personal best.
- Provision of a challenging curriculum.
- School pride and student well-being.
- The benefits that STEAM education can bring to girls¿ education.

Selection Criteria

SC3 Demonstrated proficiency with IT systems, including use of iPads, laptops, word processing, Google classroom, etc relevant to the position

SC4 Capacity to provide classroom support to students under the teacher and Inclusion Co-ordinators direction

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

Role

Position is FTE 0.5, 19.0 hours over 3 days, possibility for extended hours, days of work to be negotiated

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, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.

Responsibilities

Assist students on an individual or group basis in specific learning areas.

Assist with the communication between students and teachers, particularly the interpretation of instructions.

Participate in team meetings.

Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.

Assist in the preparation of student resources and equipment.

Set up and put away equipment and materials in support of teaching programs.

Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.

Assist in the preparation of equipment and purchasing of materials and supplies as required.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) viamarrung@education.vic.gov.au

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.

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:

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:

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

Applications close Tuesday 18 November 2025 at 11.59pm

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