Selection Criteria

KSC 1 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.

KSC2 Demonstrated capacity to work and collaborate with others in a team environment.

KSC 3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

KSC 4 Possess the technical knowledge and expertise relevant to the position.

KSC 5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

KSC 6 A commitment to Special Education and the needs of students with a disability.

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 transparent 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

Bus services have supervisors who have a role in ensuring student safety.

Supervisors must

- hold a first aid qualification that includes cardiopulmonary resuscitation (CPR) and anaphylaxis training and is obtained from a recognised training provider
- attend annual first aid refresher courses
- hold a current Working with Children Check
- participate in other relevant training offered by the school ¿ implement support strategies to manage challenging student behaviour on the bus in accordance with advice provided by the school




- work with the driver to document and communicate any behavioural and/or safety issues that arise to the bus operator who will then communicate with the school
- adhere to risk management plans agreed to by the school.
- mark the electronic manifest or travel rolls as students board the service (at pick-up and drop-off); this includes handover of students to and from the school.
- ensure one staff member remains on the bus at all times ¿ secure wheelchairs in position, check that wheelchair brakes are on and electric wheelchairs are off and activate wheelchair restraints
- check students seatbelts are secured and secure the seatbelts of students who require assistance
- supervise the students while in transit
- report any injury to a person in transit to the principal

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 (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

Location Profile

Sunbury and Macedon Ranges Specialist School

Sunbury and Macedon Ranges Specialist School (SMRSS) is a dual-campus P¿12 specialist school providing an inclusive, supportive and engaging learning environment for students with mild, moderate or profound intellectual disability. The school recognises that each student has unique strengths, interests and learning needs, with a number of students also presenting with additional needs including Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), behavioural challenges, mobility considerations and complex medical needs.

SMRSS is committed to providing high-quality, evidence-based educational practices that support student engagement, communication, wellbeing and independence.



School-wide approaches include School-Wide Positive Behaviour Support (SWPBS), Augmentative and Alternative Communication (AAC) and Zones of Regulation, which provide consistent frameworks to support students across learning and social environments.

Teaching and Learning

SMRSS has a well-established curriculum, supported by developed scope and sequences aligned with the Victorian Curriculum and Victorian Pathways Certificate (VPC). Teaching and learning programs are designed to respond to the individual strengths, interests and needs of each student, with a strong focus on functional learning, communication, wellbeing, independence and preparation for life beyond school.

Students are supported by a highly skilled multidisciplinary team that includes classroom teachers, learning specialists, leading teachers, allied health professionals, careers staff and wellbeing staff. This collaborative approach ensures that students receive targeted support across academic, social, emotional, communication, behavioural and vocational domains.

Each student has an Individual Education Plan (IEP) developed through assessment and in consultation with families as part of the Student Support Group (SSG) process. This collaborative planning ensures that individual learning goals are meaningful, achievable and responsive to each student's needs, aspirations and future pathways.

Co-Curricular and Enrichment Opportunities

SMRSS prides itself on providing students with rich and varied opportunities to develop their skills, interests, confidence and independence beyond the classroom. These opportunities include:

- A varied specialist program, providing students with opportunities to develop skills and interests across a range of curriculum and specialist areas.
- Community access programs, supporting students to develop independence, social skills and functional skills within authentic community settings.
- Camps and specialised experiences, including unique opportunities such as the Alpine Ride, which challenge students, build resilience and promote independence.
- Vocational Education and Training (VET) programs, aligned with student interests, strengths and future career aspirations.
- Biannual Debutant Ball and Senior School Production, providing opportunities for students to develop confidence, social skills, creativity and performance skills while celebrating their achievements.
- Whole-school celebrations and events, including sports days, 100 Days of Prep, Book Week and other community-building activities.
- Enrichment programs, including opportunities such as driver education, CFA engagement and first aid, supporting students to develop practical life skills and greater independence.
- A key focus of SMRSS is preparing students for successful transitions into adulthood and life beyond school. Through personalised learning, community access, vocational opportunities and strong connections with families and external agencies, students are supported to develop the skills, knowledge and confidence required for their preferred future pathways.
- The school's commitment to individualised learning, evidence-based practice and collaborative partnerships ensures that every student is supported to participate, achieve and experience success. SMRSS celebrates the diversity and strengths of its students and strives to create meaningful opportunities for every young person to develop their independence, build positive relationships and contribute to their community.

Preparing Students for the Future

- A key focus of SMRSS is preparing students for successful transitions into adulthood and life beyond school. Through personalised learning, community access, vocational opportunities and strong connections with families and external agencies, students are supported to develop the skills, knowledge and confidence required for their preferred future pathways.
- The school's commitment to individualised learning, evidence-based practice and team-oriented partnerships ensures that every student is supported to participate, achieve and experience success. SMRSS celebrates the diversity and strengths of its students and strives to create meaningful opportunities for every young person to develop their independence, build positive relationships and contribute to their community.

📌 Education Support Staff - Bus Chaperone (West Melbourne)
🏢 Government schools
📍 West Melbourne