Learning Support Assistant

Overview

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 2

Occupation: Education and training

Location: Gippsland - East Gippsland

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.

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 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

• Assist students on an individual or group basis in specific learning areas, including reading, writing, maths, art and sport under direction of the class teacher. Follow instructions and directions to aid a student with either a disability or impairment.
• Establish and maintain effective communication and working relationships with students, co-workers, leaders, student support services and the general public.
• Work as a member of a team ¿ i.e.: with classroom teachers, the Learning Support and Wellbeing Teams, visiting teachers and parents.
• Maintain and collate student profiles.
• Assist in the preparation of resources and materials.
• Participate in Student Support Group meetings.
• Maintain complete trust and confidentiality with students, teachers and parents.
• Participate in the monitoring and evaluation of programs and the evaluation of individual students with teachers, leaders and the Learning Support Team.
• Assist with personal care of students as required including toileting, washing, eating (peg-feeding and drinking), mobility and administration of medication.
• Attend therapy sessions with a student as required so that therapy can be applied in the classroom if appropriate and required.
• Perform routine administrative and operational support tasks
• Perform routine support tasks in the Learning Hubs as required.
• Participate in team meetings.
• Follow existing processes, guidelines and established procedures.

Who May Apply

This position is available to eligible Aboriginal and Torres Strait Islander peoples interested in undertaking the Aspiring Koorie Teachers (AKT) Now program. AKT Now supports candidates to work in Education Support and/or teaching paraprofessional roles while completing formal qualifications. To learn more, visit AKT Now Program.

Candidates participating in the AKT Now program are required to be actively engaged in one of the two study options during their employment:

• Vocational Education Pathway: Candidates must be willing to undertake a Certificate IV in School-Based Education Support course of study.
• Higher Education Pathway: Candidates must already be studying an Initial Teacher Education (ITE) qualification at the level of:
• third or fourth year of an undergraduate degree
• be engaged in postgraduate ITE qualification
• and undertaking a minimum of 50% equivalent full-time study load at the time of assessment.

Participants will be employed in a Victorian government school under a fixed-term contract for up to 2-years, receive wrap-around support from cultural mentors to assist with completing their studies.

Eligibility

To be eligible, applicants must:

• Identify as Koorie (Aboriginal and/or Torres Strait Islander).
• Be a Victorian resident.
• Meet the specific requirements for either the Vocational Education or Higher Education pathways as outlined above.

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 applications must include current names and contact details of a minimum 3 referees
• Application length including covering letter, selection criteria response and curriculum vitae is to be kept to a maximum 10 pages

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

Bairnsdale Secondary College, is located in the township of Bairnsdale approximately 300kms east of Melbourne CBD and is sited on Gunai-Kurnai land. The College enrolment projections for 2025 is 1250 students enrolled drawing on local communities, over 60% of these students travel to school on buses. Bairnsdale Secondary College has much to celebrate when we reflect on the past few years. The dedication, resilience and professional commitment of all staff and students to continue to push forward, has really been remarkable.

The College embraces the entire school community. Our vision is to create a learning community with a focus on improving teaching practice through ongoing performance development so that students¿ outcomes improve. We have made significant gains in embedding the staged implementation of SWPBS (School Wide Positive Behaviour System). The College values are:

• Respect
• Resilience
• Responsibility

We have a system of 'values points' to recognise the positive behaviour within our student cohort. The prime purpose of our College is to maximise the opportunities and choices for all of our students to ensure they are confident individuals who make positive contributions to their communities. The connection between Wellbeing and Teaching and Learning is always a key focus. Our College supports the needs of all students in terms of wellbeing, a safe and positive learning environment and striving for excellence in academic outcomes for all students to improve choice and opportunity when their time at Bairnsdale Secondary College is concluded. Parent Satisfaction has seen significant improvement, falling just shy of the state average for Victorian Secondary Schools. Measures of endorsement by the staff on the College Climate, has seen significant improvement, being above the state average for Victorian Secondary Schools. These factors combined show a significant development in our desire for whole school improvement. Whilst we celebrate fabulous progress being made in all areas at the College, we continue to strive for continuous improvement.

Applications close Sunday 14 September 2025 at 11.59pm

Posted

3 September 2025

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