MEA Classroom Support ES Level 1-Range 2

Overview

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 2

Occupation: Education and training

Location: Melbourne - Eastern suburbs

Reference:

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.

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

Responsibilities

MEAs are employed by schools to support EAL learners, their families, and the families of other students who require language assistance when communicating with the school. The MEA's skills in a language or languages other than English enable them to act as a bridge between the school and families. They can also contribute to making the mainstream curriculum more responsive to Victoria's rich cultural heritage and diversity

MEAs are able to assist with:

• effective communication between students and teachers in the classroom
• integrating EAL learners into school activities by helping them to understand school expectations and goals
• assisting teachers to understand the home cultures and the expectations families have of the school and of education in general
• assisting newly arrived families to settle into the school community.

Support for students and teachers

One of the main roles of an MEA is to assist EAL students in classroom programs. Under teacher supervision and guidance, MEAs can:

• support EAL students in their learning by explaining concepts or instructions in the learners' first or other language/s
• assist individual EAL students or groups of students in mainstream or EAL classes
• provide teachers with insights into student's cultural backgrounds and experiences
• assist with activities and excursions \assist the teacher with the development of materials
• contribute cultural perspectives to curriculum content to make it more relevant to all students
• assist with the enrolment of new EAL students
• assist teachers to communicate with parents and other family members
• prepare simple (low-risk) written information for parents, such as notes, notices or basic information about the school.
• Professional translators should be used for sensitive information or when high-risk, complex or technical information is being communicated.

Support for parents and the community

The MEA is an important link between the school, parents and the local community. MEAs need guidance on the kinds of support that are appropriate for them to offer families. Within program and school guidelines, and under supervision where appropriate, MEAs are well placed to liaise with family members and members of the community to foster communication and to encourage parents to participate fully in the life of the school. They can:

• assist with communication between parents and the school
• foster links between families and the school
• liaise informally with community members
• encourage parents to take part in school events and activities, such as fundraising, school council or parents groups
• explain school policies and activities to students and parents
• make home visits with the Student Welfare Coordinator or the school administration
• provide liaison between parents, community organisations and other school staff
• develop contact with services and resources in the community so that parents can be informed of services available
• inform the school about family circumstances (with the family's permission) that may impact on student learning.

MEAs need to be made aware of their responsibilities regarding confidential and sensitive information. They may need to let parents know that any information that is given to them in their role as an MEA may be passed on to the school if it is in the best interests of the student/s involved.

MEAs may also assist with administrative tasks.

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 is an intensive English Language Program for students who are newly arrived in Victoria and are preparing for learning in mainstream schools.

Blackburn English Language School operates campuses in Whitehorse, Maroondah, and Wodonga. Staff may be requested to work at any campus and work across campuses located in Melbourne. In 2025, this position is for Wodonga campus, which is situated at the Wodonga Middle Years College, Wodonga.

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

Location Profile

Blackburn English Language School (ELS) has been operating for over 30 years and provides full time, intensive English courses for both primary and secondary newly-arrived migrants, refugees and International students.

The students usually enrol in our program prior to their enrolment in a mainstream school or further education. The school has three campuses: one in Burwood East (Whitehorse Campus), a second campus in Croydon North (Maroondah Campus) and a third in Wodonga (Wodonga Campus).

The school¿s beliefs and operations are based on a number of core values. These are:

• Future Making
• Embracing Diversity
• Building Communities

Within the context of these values the school has a number of purposes. These are to provide:

• a focused learning environment that supports all students to reach their potential in English language development and aims to prepare them for the academic, behavioural and social challenges of mainstream schools or alternative learning pathways.
• a school environment that encourages students from a range of culturally and linguistically diverse backgrounds to become confident and active participants in the wider Australian community.
• a supportive and stimulating work environment for all staff that encourages commitment, innovation and excellence.
• learning opportunities for newly arrived families that broaden their knowledge of the Victorian schooling system and prepare them for involvement in the school community.
• professional learning opportunities for mainstream school staff to support newly arrived and EAL students in mainstream schools across the NEVR.

Applications close Sunday 7 September 2025 at 11.59pm

Posted

26 August 2025

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