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 A commitment to professional learning and growth for both self and others.

SC6 Demonstrated experience of working with students presenting with ASD, trauma and ADHD characteristics and a proven capacity to work collaboratively with teachers to support student needs.

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

Responsibilities may include:

- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision,



including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

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 secure, 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 (see Workplace 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

Pre-service teachers are encouraged to apply.

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

Lancefield Primary School, established in 1858, is situated in the semi-rural township of Lancefield one hour north of Melbourne in the Macedon Ranges. Residential areas are developed alongside a rural farming existence. Our current enrolment is 184 students. We have very supportive and engaged parents, families and community groups who all contribute to the wellbeing of our school by assisting with classroom programs, whole school activities and the Stephanie Alexander Kitchen Garden Program.

Wellbeing,



Inclusion and Mental Health: We are a School Wide Positive Behaviour (SWPBS) School with a strong focus on the implementation of PCMS, working with a coach throughout 2026. The implementation and explicit teaching of the Berry Street Education Model, The Resilience Project, Kimochis and Resilience, Rights and Respectful Relationships programs provides our students, staff and families with strong social/emotional wellbeing and mental health support and strategies. We are an inclusive school and make reasonable adjustments to ensure all students are supported in reaching their full potential. We are implementing the Disability Inclusion (DIP) program and the Mental Health in Primary Schools (MHiPS) initiatives.

Opportunities for students: Building student leadership capabilities, skills and creating opportunities is encouraged and promoted through our Year 6 Student Team and years 3 to 6 peer selected student council team. All students are supported with their learning through our digital technologies and ICT program. We have strong community links with positive relationships with the Men¿s Shed, Lancefield Child Centre, Romsey/Lancefield RSL and local businesses. Our year 5 students enthusiastically attend sessions with our next door neighbours, Lancefield Child Centre to build relationships with their future buddies.

Teaching and Learning: Teaching teams focus on implementing and embedding The Victorian Teaching and Learning Model 2.0 (VTLM 2.0), collaborating to triangulate data to inform teaching and consistent reporting processes. Professional Learning opportunities support teachers to build their capacity in the implementation and monitoring of VTLM 2.0, agreed assessment tools, mental health and wellbeing, building capacity in delivery of maths and literacy daily reviews; reading block implementation; spelling program and more. Teachers work hard to weave first nations curriculum throughout planning and learning experiences for our students. Out teachers plan and work together to ensure consistency of practice and approaches across the school. We set high expectations for our students and ourselves, supporting individual needs and maintaining strong regular parent communication.

Specialists and Library: Our specialist classes in 2026 are Visual Arts, STEM and Physical Education. Auslan lessons are taught by classroom teachers with Auslan skills being woven into everyday interactions at school. Our exciting library collection is well loved by students who can access information about our collection through the online Oliver system at home or at school. Students can provide book reviews and suggest books to be purchased. Many families make donations to our library through our LPS Library Fund.

Extra-curricular: Extra-curricular activities include excursions, incursions, camps and participation in district sporting events such as athletics carnival, summer and winter sports carnival and the district cross country held at Hanging Rock Reserve. We are proudly part of the Stephanie Alexander Kitchen Garden (SAKG) Program which provides a range of academic, social/emotional benefits to all of our students. All classes participate in cooking and gardening sessions throughout the year. Our Wil-e-mee Moor-ing centre incorporates a four station SAKG kitchen area and open learning area. Parents and carers play an integral role in our SAKG program. Our vegetable garden beds are tended to by students, parents and staff participating in the SAKG program.

Our classrooms and learning spaces: Our classrooms are all situated in the one building with a welcoming and inclusive class atrium area for small group activities, for individual students to work quietly read and share our library resources. We have a dedicated Visual Arts room and multipurpose hall used for Physical Education sessions, whole school events and school assemblies. This space is also utilised by Schools OUT! ¿ Before and After School Care program.

Outdoor spaces: At LPS we have beautiful grounds looking out over Mount William (Wil-e-mee Moor-ing) with a variety of play areas to cater for different genders, interests and abilities of all students. Students can participate in team games and activities, climb on equipment, use the giant chess board, sit with a group of friends or play imaginative games. We also provide Peaceful Place each lunchtime, an opportunity for students to play quietly indoors. Our grounds provide spaces for all these inclusive activities.

📌 Classroom and Student Support - Other (Mildura)
🏢 Government schools
📍 Mildura