Current jobs related to Learning Support - Melbourne Western Suburbs - Victorian Government

Overview

Work Type: Ongoing - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 3

Occupation: Education and training

Location: Melbourne - Western suburbs

Reference:

Location Profile

Established in 2011, Wyndham Park Primary School is a vibrant learning community nestled in the heart of Werribee. Our state-of-the-art facilities, located within the Wyndham Park Precinct, provides a nurturing environment focused on fostering strong Literacy and Numeracy skills. We adopt a holistic, trauma-informed approach to wellbeing, engagement, and inclusion, ensuring that every student thrives socially, emotionally, and cognitively. We are committed to excellence in teaching and learning, while also promoting student voice and agency.

At Wyndham Park, we place a strong emphasis on student growth¿both academically and socially. Our teaching and learning programs are guided by evidence-based research and best practice, ensuring that all students are supported to achieve their personal best. Ongoing assessment and data analysis help us to monitor progress and tailor learning experiences that meet the diverse needs of every student.

Our diverse student body reflects a wide range of cultural backgrounds, which enriches our community. We take pride in our robust English as an Additional Language (EAL) program, supported by dedicated Multi-Cultural Educational Aides and a Community Hub Coordinator. Together, they strengthen home-school partnerships, encourage parental engagement, and ensure that families feel valued and welcomed within our school.

With an average enrolment of approximately 400 students, Wyndham Park Primary School is home to 19 classes organized into four dynamic learning communities. We implement multi-age grade structures¿Years 1/2, Years 3/4, and Years 5/6¿while our Foundation classes remain single-age to support a smooth transition from Kindergarten to Primary School. The upcoming opening of our Early Learning Centre in 2026 will further enhance this transition, providing children and families with a consistent and supportive pathway into Foundation.

Our enriching specialist programs include Visual Arts, Performing Arts, Physical Education, and Spanish, all designed to inspire creativity and critical thinking.

Our team comprises highly motivated professionals, including School Leaders, Teachers, Education Support Staff, and Volunteers. Collaboratively, they work within Professional Learning Community Teams, School Improvement Teams, and Administration Teams to deliver a comprehensive educational program, enhanced by a wide range of Information Technology resources. Our primary online learning platform, Compass, serves as a vital communication tool connecting school and home.

Wyndham Park Primary School places a strong emphasis on Social and Emotional Learning through our Respectful Relationships curriculum and targeted support interventions. We follow the School Wide Positive Behaviour Support Framework (SWPBS), enriched by our trauma-informed practices derived from the Berry Street Education Model (BSEM). Our extensive and highly experienced Wellbeing Team includes two Assistant Principals, Leading Teachers, a School Counsellor, Psychologist, Family Engagement and Support Worker, Speech Pathologist, and Social Worker, working in partnership with external allied health professionals.

We are proud to offer a dedicated paediatric service on-site, which provides tailored physical and mental health supports to meet the needs of both our students and their families. This service strengthens our ability to offer wraparound care and reinforces our commitment to supporting the whole child.

Our mission is to create invigorating and inspiring classroom environments where students eagerly engage in their learning journey. We aspire for our students to see themselves as lifelong learners, developing a genuine love for the process of learning and making it uniquely their own.

Selection Criteria

KSC1

Demonstrated experience supporting the delivery of structured learning intervention programs to small groups of students.

KSC2

Ability to conduct, record, and interpret student assessments in line with school practices.

KSC3

Proven ability to work collaboratively with teachers and leadership teams, maintaining clear and professional communication.

KSC4

Commitment to ongoing professional learning to build capacity, while upholding school values, policies, and confidentiality.

KSC5

Demonstrated capacity to provide a safe, supportive, and engaging learning environment for students.

Role

Attendance requirement for this position - Monday - Friday 8.40am - 3.30pm

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Responsibilities

Position Overview:

This role supports the delivery of targeted intervention programs to small groups of students (up to 4 at a time) to improve learning outcomes in alignment with school priorities. Working under the direction of teachers and leadership, the Education Support Staff member will follow a structured program, assess and monitor student progress and engage in communication with teachers about student learning and wellbeing.

Key Responsibilities:Program Delivery

• Deliver targeted intervention sessions in line with a structured literacy or numeracy program as directed by the teaching team.
• Work with individual students or small groups (up to 4) in a controlled setting under the guidance of a teacher.
  Scaffold instruction where appropriate to ensure student engagement and understanding.

Student Monitoring and Assessment

• Conduct and record student assessments in accordance with the school¿s assessment practices.
• Maintain accurate records of student progress towards learning goals.
  Regularly monitor and evaluate students' responses to intervention and report on trends or emerging needs.

Communication and Reporting

• Provides regular updates for teachers regarding student progress towards learning goals, relevant data outcomes and participation in intervention sessions.
• Understand and deliver supports as per student Individual Education Plans (IEPs).

Collaboration and Professional Practice

• Work collaboratively with the broader teaching team to align intervention with classroom programs and strategies.
• Attend relevant professional learning to build capacity in program delivery and data-informed practice.
  Maintain confidentiality and uphold school values and policies in all communication and interactions.

General Duties

• Provide basic wellbeing support for students during intervention sessions, ensuring a safe and supportive learning environment.
• Support student engagement, learning and wellbeing in the classroom and school yard as directed.
• Carry out other duties as directed within the scope of the role and classification.

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

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:

Other Information

• 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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Conditions of Employment

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 Thursday 28 August 2025 at 11.59pm

Posted

18 August 2025

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