Occupation:
Education and training
Location:
Melbourne - Northern suburbs
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.
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 **** (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
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 protected, 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 ******
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:
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:
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 includeSchool-Wide Positive Behaviour Support (SWPBS),Augmentative and Alternative Communication (AAC)andZones 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 theVictorian CurriculumandVictorian 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 anIndividual Education Plan (IEP)developed through assessment and in consultation with families as part of theStudent 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 wide-ranging opportunities to develop their skills and interests across a range of curriculum and specialist areas.
SMRSS provides community access programs, supporting students to develop independence, social skills and functional skills within authentic community settings.
SMRSS offers camps and specialised experiences, including unique opportunities such as the Alpine Ride, which challenge students, build resilience and promote independence.
SMRSS offers vocational education and training (VET) programs, aligned with student interests, strengths and future career aspirations.
SMRSS offers biannual Debutant Ball and Senior School Production, providing opportunities for students to develop confidence, social skills, creativity and performance skills while celebrating their achievements.
SMRSS offers whole-school celebrations and events, including sports days, 100 Days of Prep, Book Week and other community-building activities.
SMRSS offers enrichment programmes, including opportunities such as driver education, CFA engagement and first aid, supporting students to develop practical life skills and greater independence.
SMRSS has a key focus on 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.
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 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.
Sunbury and Macedon Ranges Specialist School is a Dual Campus P-12 School.
Staff may be required to work across both campuses.
Applications close Thursday 22 October **** at *****pm
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📌 Education Support - Specialist School (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne