Selection Criteria

- SC1 Demonstrated skills in coordinating a specific education support function.
- SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
- SC3 Demonstrated capacity to provide advice and support to management in respect to the work area.
- SC4 Demonstrated commitment to professional learning and growth for both self and others.
- SC5 Demonstrated capacity in working as a team member to adapt to meet the demands of a growing and evolving school community.

Role Range

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 skilled 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. An education support class role at this range (ES1-3) is distinguished by the introduction of:

- management responsibility and accountability for the delivery of services.
- At this level, an employee may direct and supervise the work of other staff members to achieve specific objectives in school administration, operations or educational programs; or




- 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 where it is an integral part of the employee¿s position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

A role at this range may include:

- Some degree of professional autonomy to determine how targets and goals are achieved within clearly established directions or framework Professional autonomy will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from a senior manager.
- Management of the expected outcomes is a key responsibility in some areas such as school administration, operations, technical, or educational programs. Senior management will be provided with 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.
- Management of staff to achieve the expected outcomes is a key responsibility in some areas,



such as school administration, operations, or educational programs. Staff management issues will be resolved with minimal reference to a senior manager, although guidance will be required in more complex cases.

Responsibility

Unit ES Unit Coordination will have the following responsibilities but not limited to;

- Lead ES unit team
- ES team support
- Attend leadership meetings.
- Assist with recruitment (Support)
- Professional Development (ES staff and whole school)
- Mentoring /Coaching
- Coordinate Inductions
- Problem Solving
- Incidental therapy instruction
- Coordinate Unit Resources
- Communication
- Support School /Unit initiatives
- OHS – identification.
- RTW support
- Attend Unit meetings.
- Attend ES leadership meetings
- Unit Support (Floater) coordination
- Lead ES – coordination

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfil 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 adjustm

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