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.

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

[Attendance requirement for this position]

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

Responsibilities

- Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
- Maintain, enter and retrieve data from the schools IT systems,



such as the school's records system, including computerised student, staff and school records
- Maintain and update office records, enrolment data, diary records, and basic written records
- Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
- Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Coordinate the delivery of administrative services within the school
- In consultation with the principal, determine and manage work priorities within the school office
- Develop and implement strategies to ensure effective administration procedures
- Coordinate the implementation of requisitioning, purchasing and issuing procedures
- Manage client reception and office operations
- Liaise with school staff in regard to support requirements
- Coordinate staff timetabling
- Undertakes VASS and/or VET administration support
- Supports the first aid facilities and assists in delivering first aid to students

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

At Wallington Primary School, we provide an inclusive, high-quality education for all students where Respect, Responsibility, and Resilience are valued and embraced. Situated in the heart of the Bellarine Peninsula in a semi-rural setting, Wallington Primary School has been a focal point for the local community since 1868.

The community of Wallington is largely made up of small acreage allotments, designed for a low-density population. This factor creates a stable enrolment for the school. However, the size, rural aspect, magnificent environment and positive reputation of the school have attracted many students from the wider area. The school comprises of a modern main administration area and classrooms, including a recent extension adding two brand new classrooms, wellbeing space and meeting room. The multi-purpose room, arts centre and kitchen facility also provide the school with a space that is flexible and can be used by classes for a range of learning activities. This is enhanced to incorporate indoor and outdoor spaces, with bifold doors opening onto patios and the school oval. The playgrounds are spacious and provide students with abundant areas to stimulate their imaginations in a safe environment, including active and passive play, and structured and flexible activities.

We enjoy strong community engagement and attract students from across the Peninsula. With 133 students, a teaching staff of FTE 9.2, and support staff of FTE 7.1, we take pride in our small‑school setting, collaborative staff culture, and commitment to evidence-based, innovative practices. Our teachers work cohesively to plan and implement a rigorous and sequential Victorian Curriculum 2.0 teaching and learning program with our VTLM 2.0 aligned instructional model.

A major focus of our program is the delivery of a differentiated and responsive curriculum to ensure all students are supported and extended in their learning. Through embedding the VTLM 2.0, we provide consistent approaches to teaching and learning that promote curiosity, engagement, and strong academic growth. Our development and implementation of a Multi‑Tiered System of Supports (MTSS) approach strengthens both learning and wellbeing outcomes by providing targeted, tiered interventions that meet every student¿s needs.

Our smaller school size allows us to foster strong relationships and provide unique opportunities for all students to connect and learn together. Theme days, special events, and our Buddies Program highlight the inclusive and community‑oriented nature of the school, helping students build confidence, empathy, and leadership skills.

At Wallington Primary School, we uphold high expectations and a strong belief that every student can learn and thrive. By living our values and embracing continuous improvement, our students are engaged, confident, and resilient learners who contribute positively to both the school and the wider community.

Priorities of the school are:

- High expectations of all students
- Improving Literacy and Numeracy outcomes
- Build strong instructional leadership to enhance student learning and wellbeing
- Strengthen teacher expertise through aligned Victorian Curriculum 2.0 planning and assessment
- Embed consistent, responsive teaching practices using the VTLM 2.0 instructional model
- Foster positive partnerships with parents and carers through clear, consistent communication
- Enhance wellbeing and engagement through strengthened multi-tiered systems of support
- Promote a culture of regular attendance and punctuality to support student success

School Values:

- Respect
- Resilience
- Responsibility

Our values underpin our belief that every student can be successful in learning and that we must always strive for continuous improvement in all that we do. By living these values, our students enjoy learning, actively engage in school and community life, and develop as independent, lifelong learners who contribute positively to both the school and the wider community.

Wallington Primary School is a vibrant and proactive learning community that nurtures the social, emotional, and academic growth of every student. Our dedicated staff are passionate about supporting students and creating a positive, inclusive environment where all can thrive.

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