Classroom Assistant

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 2

Occupation: Education and training

Location: Hume - Wodonga

Reference:

Location Profile

The North East Victoria Flexible Learning Network has centres in Wodonga, Benalla, Seymour and Shepparton with combined student enrolments over 400 in 2025. We believe that all young people should be able to thrive in mainstream school however we know that for a small percentage of students this is not always possible. Our Flexible Learning Centres provide educational opportunities for young people who have disengaged from school or where a mainstream school learning environment is seen to be inappropriate to meet the young person¿s needs.

We believe that most young people would like to be attending an educational setting and learning. We have a further strong belief that ¿students will give the best that they have got¿, in other words, if they could do better at school, they would. The intention of our Flexible Learning Centres is to re-introduce students to learning to the extent that they are able to be successful, to build upon these successes, to develop their learning potential and plan for a successful adult pathway.

The background of students at our Flexible Learning Centres is diverse but they have in common the experience of trauma in their lives through for example, violence, family breakdown and associated mental health issues. Often young people may have not engaged in learning as a result of chronic anxiety, depression or specific learning or language difficulties.

Young people seeking enrolment at one of our Flexible Learning Centres will usually be connected with a range of mental health, child protection or youth workers and have been disconnected for some time from schools and teachers. Our Flexible Learning Centres provide the opportunity for young people to reconnect with teachers and learning.

The programs are centred around a developmentally responsive personalised learning and pathway plan with a focus on the development of literacy, numeracy, social development, pursuing student¿s interests and the development of a career pathway through planned skill development and carefully managed workplace experiences.

Prior to enrolment at one of our Flexible Learning Centres the student attends a series of meetings that enable our staff to better understand the young person in a case managed approach alongside parents, carers and other professionals. This gradual process also allows the student time to become accustomed to the school and teachers and to become aligned with the school values and processes.

This intake process is designed to ensure that when the young person starts at one of our Flexible Learning Centres they are prepared and ready to focus on learning.

Our Flexible Learning Centre teams comprise the educational leadership team of principal, campus principals, student wellbeing and teachers.

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 Operational Teaching Assistant (OTA) will be at an Education Support class position and will support 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.

The OTA will assist in coordinating and managing a wide range of administrative duties related to inclusion and student support. The OTA will be responsible for maintaining and updating student support documentation, including enrolment data for funded programs, records of interventions, and support plans. They will schedule and coordinate Student Support Group (SSG) meetings, ensuring timely communication with families, support staff, and allied health professionals, as well as preparing agendas, taking minutes, and following up on action items.

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.
• 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.
• Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.

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 under the Inclusion Portfolio
• Supports teachers in administrative tasks. This includes preparing and organising differentiated classroom resources, such as visual aids, modified worksheets, and assistive technology tools tailored to individual learning needs.
• Support teachers across the four Flexible Learning campuses (Benalla, Seymour, Shepparton and Wodonga) in addressing administrative requirements in relation to student documentation, providing administration support for student transitioning and monitoring and quality assurance.
• Communicates with teachers on routine matters related to students and/or other responsibilities

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

This position will be across the Shepparton Flexible Learning Centre and the Seymour Flexible Learning Centre.

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

Applications close Sunday 7 September 2025 at 11.59pm

Posted

25 August 2025

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