Breakfast Club Coordinator

Location: Melbourne | Southern Metropolitan

Job type: Part time / From 19/02/2025 - 19/12/2025

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Other

Reference: 1462625

**Location Profile**:
The school community brings with it high expectations in terms of academic outcomes, resourcing, facilities and the provision of extra curricula opportunities for students. Whilst the school has been in existence for more than 50 years, it occupies a modern, well-maintained set of buildings which were constructed in 2008-9, when the school was totally rebuilt. The facilities, resources and improved academic results in recent years have all contributed to the enrolment growth. A high level of parent participation is characteristic of the school. The school is based around 3 foundations Community, Personalised Learning and Quality Teaching.

The school’s staffing profile has a range of teaching experience across all levels. The leadership framework is comprised of the Principal and Assistant Principal. Approximately 40% of teachers are within the experienced range and the remaining staff is either within the accomplished or graduate range. Education Support staff work with a variety of students.

Tootgarook Primary School has a solid commitment to high quality teaching and learning, at all levels of the school and across all programs. This begins with the foundations of learning in English and Mathematics in the early years and is reinforced as students’ progress through both the early years and middle years of schooling. As a professional learning community, strong degrees of collaboration are expected between staff members to ensure robust team planning structures operate.

Information and Communication Technology (ICT) and Digital Technology continues to be an integral component of teaching and learning for students and staff at Tootgarook. All students and staff participate in a carefully structured program that embraces many existing and emerging technologies. We currently have enough devices for one to one structured programs.

The School Wide Positive Behaviour Program provides a strong basis for the school’s wellbeing practices. Parents and students consistently identify student safety and behaviour expectations as one of the strong features of the school.

**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**:
[Attendance requirement for this position]

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 dire