Operational Teaching Assistant

Overview

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 2

Occupation: Education and training

Location: Melbourne - Northern suburbs

Reference:

Selection Criteria

SC1 Demonstrated strong organisational skills with the ability to prioritise tasks

SC2 Demonstrated strong interpersonal and communication skills

SC3 Demonstrated a level of initiative to complete tasks in a timely manner

SC4 Demonstrated capacity to work effectively in a team and take direction from teachers and school leadership

SC5 Demonstrated capacity in using basic office equipment (e.g., photocopiers, laminators) and data entry software.

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

The responsibilities for this role may include

• Photocopying, laminating, and preparing teaching and learning materials as requested by classroom teachers.
• Collecting, organising, and returning resources from the library or other school areas.
• Assisting with the set-up and pack-down of classrooms for lessons, events, and activities.
• Inputting and updating student and class data into relevant school systems with accuracy and confidentiality.
• Supporting the preparation and organisation of displays, bulletin boards, and learning spaces.
• Assisting with the coordination and storage of classroom resources, equipment, and supplies.
• Undertaking general administrative tasks to support the smooth operation of the school.
• Following all school policies and procedures, including those relating to child safety and privacy.

This role does not involve working with students; it is supporting the administrative and operational work of teachers.

Who May Apply

• Valid Working with Children check
• Prior experience working in administrative roles is desirable
• Prior experience working in a school or educational setting is desirable

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:

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

Meadow Heights Primary School was established in 1992. It is situated 4 kilometres north of Broadmeadows on over three hectares of attractively landscaped grounds. The school ground features several designated grass play areas, basketball courts, large, open courtyard and covered playground areas. In 2024, the school had an enrolment of 381 students who come from diverse cultural and low socio-economic backgrounds, a high percentage of students have English as an Additional Language and 3 percent are Aboriginal or Torres Strait Islander. The school has successfully met the challenges of its very diverse community and enjoys high parent approval.

At Meadow Heights Primary School (MHPS) we believe in providing a secure learning environment that inspires and challenges students to reach their full potential. At our school we believe in providing a secure learning environment that inspires and challenges students to reach their full potential. We aim to enable students to grow as responsible and respectful individuals who can make a positive contribution to the community. Our MANTRA is ¿Achieving the potential of all learners".

Meadow Heights PS has recently completed a school review and has developed a SSP for 2022to 2026. Areas of focus are:

• To improve the learning outcomes of all students. Reading & numeracy analysis and use of data and whole¿school, consistent approaches to curriculum planning, instruction, and assessment.
• To improve student engagement in learning across the school through the implementation and embedding of a school wide student voice and agency strategy.
• To further develop and embed authentic learning partnerships between students, families and community stakeholders. A continued focus on embedding the school¿wide positive behaviour program and emphasis on building positive relationships between home and the school, along with the general community to improve social and emotional wellbeing and attendance.

At MHPS teaching and learning is organised to best support the differentiated learning needs of students within a guaranteed and viable curriculum. Teaching and Learning Leaders build the capability of all staff to learn about and use collaborative high-quality teaching and learning practices, so students are engaged in learning experiences targeted at their point of need. All team members collaborate and have shared responsibility for the planning, implementation and assessment of the teaching and learning programs to improve student growth and outcomes. The school focuses on school wide positive behaviours to develop students¿ emotional, social and academic abilities so that they are confident, active and motivated learners. We continue to work to link families to the Meadow Heights Primary School Community Hub. This enables intervention and support to occur before children attend school and allows families to be supported in an ongoing manner. The school has completed a successful partnership with the Differentiated Support for School Improvement (DSSI) initiative to build teachers¿¿ and leaders¿ capacity.

The school currently provides additional programs/activities that cater for a variety of needs including:

• Digital technologies
• Turkish Language Program
• Biannual Concert/Tabloid Sports Evening
• Glee Club and School Band
• Student Leadership: Junior School Council, House Captains and Vice Captains
• Camps
• Excursions and in-school workshops and performances
• Inter-school sport and sports clinic
• Swimming
• Book Week, Education Week, Literacy and Numeracy Week
• Lunchtime activities
• Multicultural Dance Group

For the School Strategic Plan, Annual Report to the Community, Annual Improvement Plan and related information please refer to our website

Applications close Monday 8 September 2025 at 11.59pm

Posted

26 August 2025

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