SC1

Demonstrated capacity to perform duties within a multi-tiered system of support structure, including coordinating and supporting others in respect to specific work functions relevant to the Tier 2 role.

SC2 Demonstrated capacity to work and collaborate with others in a team environment.

SC3 Highly developed communication and interpersonal skills, includingthe capacity to construct positive relationships with staff, external agencies and parents as required.

SC4

Demonstrated 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

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

Selection Criteria SC1

Demonstrated capacity to perform duties within a multi-tiered system of support structure, including coordinating and supporting others in respect to specific work functions relevant to the Tier 2 role.

SC2 Demonstrated capacity to work and collaborate with others in a team environment.

SC3 Highly developed communication and interpersonal skills, includingthe capacity to construct positive relationships with staff, external agencies and parents as required.

SC4

Demonstrated 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

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

Role Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services.



The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3.Management of staff to achieve the expected outcomes is a key responsibility.Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.Professional student support positions become a feature at range 3 (e.g. therapists, psychologists)



where standard professional services are delivered.Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.Supervision of students cannot be required except where it is an integral part of the employee/s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Responsibilities Responsibilities may include but are not limited to the following:

Delivers care through various health, counselling, wellbeing and therapeutic services to a school(s)

Assesses student needs and delivers a range of services within generally defined parameters

Provides standard professional services independently within defined organizational parameters with qualified support and guidance that is close at hand.

Provide standard clinical professional services to students within the parameters of school policy and guidelines and the standards set by the relevant registration body

Provide professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others

Retains accountability for individual practice

Contributes to policy development within the school

Contributes to and/or conducts training and instruction to school colleagues within the profession

📌 Tier 2 Education Support (Port Phillip City)
🏢 Government schools
📍 Port Phillip City