▷ [Urgent Search] Disability Support Officer - Ed Support Level 1-Range 2

Occupation: Education and training

Location: Melbourne - Southern suburbs

Reference: 1503954

Location Profile

Vision

At Noble Park Secondary College our purpose is to provide a nurturing, supportive and safe learning environment for all members of our community:

Every Teacher:

- Knows their students and how they learn.

- Plans for and implements effectively Teaching and Learning Practices.

- Demonstrates individual student growth.

- Works co-operatively with their teachers.

- Is actively involved in their learning growth.

We continue to celebrate our traditional values and look forward to our exciting future to cater for the diverse needs of our students, with an emphasis upon understanding each student’s current level of achievement, to ensure continual improvement and growth, academically, psychologically as well as socially.

Noble Park Secondary College completed a review in term 1, 2025. Our key directions for our next strategic plan for 2025 – 2028 will focus upon improving the learning growth of every student in all curriculum areas, with a key emphasis on improving literacy and numeracy. The College will implement the new Victorian Teaching and Learning Model 2.0 in line with our Noble Park Secondary College Instructional Model.

Our well-being and engagement focus will include the implementation of the Positive Classroom Management Strategies, (PSMS) as well as the development of a whole school approached to tiered intervention to support student well‑being.

Our focus is student centred with an emphasis on support, safety, and security. Attendance is checked at each lesson with parents notified by SMS.

Our student management structure is divided into Junior (Years 7–9) and Senior (Years 10–12) with a sub school leader each for Junior and Senior and year level coordinators at each year from 7–12. The School Council endorses the wearing of compulsory school uniform, which is regularly monitored by year level co‑ordinators.

The College has introduced an ongoing reporting system through Compass, so that students and parents/guardians can monitor student progress and assessment on a regular basis.

All students at the College have their own personal device to ensure that they have access to the required use of technology necessary for 21st Century learning. These learning technologies enhance personalised individual learning tasks, assessment practices as well as increasing collaboration between students, teachers and parents.

Students in Years 7 to 10 study subjects representing the key learning areas, with electives available for Years 9 and 10. VCE/VM/VPC/VET units are available for Years 11 and 12. We are an accredited school for international students with a strong international program. Student learning is maximised through extra‑curricular activities in the areas of self‑confidence, social skills and participation. Programs include leadership, instrumental music, Year 12 Valedictory celebrations, performing arts concert, outdoor education camps, year level camps, and a multicultural concert. In addition, the College has an established cultural exchange program with its sister school in Japan, Shinminato Senior High, where students travel to the other school on alternate years.

Context

Noble Park Secondary College is a Year 7–12 co‑educational College which embraces the traditional values of:

- Respect

- Teamwork

- Responsibility

- Integrity

For senior students, the College offers VCE, VCE/VM and VET subjects both internally at the college as well as external VETs through outside providers. The College has a strong careers pathway programme starting at years 7 – 9 through pastoral care sessions, as well individual careers counselling from years 9 – 12.

The College is proud of the connectedness of the students to the College which is enhanced with the strong relationship between staff and students and followed up with extensive co‑curriculum programs to enhance student engagement and learning.

For further information about the school, please visit: nobleparksc.vic.edu.au

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 Demonstrated knowledge and experience of supporting students with Autism, ADHD and diverse learning needs.

SC5 A commitment to professional learning and growth for both self and others.

Role

This position is for Monday to Friday, 8:50am to 3:12pm, or 0.8 FTE. There is no requirement to attend during school holiday periods.

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 programme.

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 programme, 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 programmes 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 programmes

- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance

- Provides specialised communication support for students and teachers

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 (see Workplace 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:

A valid Working With Children's Check is required.

A Certificate IV in School Based Education Support or other relevant qualification is preferred or a willingness to undertake the course.

Conditions of Employment

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Applications close Tuesday 18 November 2025 at 11.59pm

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