SC1 Demonstrated experience and 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 high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.
SC6 Demonstrated commitment to professional learning and growth for both self and others.
SC7 Demonstrated current experience in the use of CASES21 Admin, and the experience or transferable expertise to adminster the Compass School Mangement System
Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.
Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.
Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.
Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated 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.
Performs 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 laboratories would be typical examples.
The role will include General Administration tasks e.g. school office, reception, the use of Compass School Management System, Library and First Aid duties.
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.
Coordinate the delivery of administrative services within the school.
In consultation with the principal, determine and manage work priorities within the school office.
Develop and implement strategies to ensure effective administration procedures.
Maintain school's records system, including computerised student, staff and school records.
Coordinate the implementation of requisitioning, purchasing and issuing procedures.
Manage client reception.
Liaise with school staff in regard to support requirements.
Coordinate staff timetabling.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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 DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at
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
For positions in special settings, a person is not eligible for employment unless they meet the on commencement in the position.
Essex Heights Primary School is situated in the attractive and leafy eastern suburbs of Melbourne within the municipal boundaries of the City of Monash. It is a school that has enjoyed stability in enrolment numbers over recent years. Nevertheless, it is anticipated that overall school size will increase commensurate with the schools unerring capacity to deliver high student outcomes.
Essex Heights Primary School is an extraordinary school at a range of levels. Throughout its history it has enjoyed high calibre educational leadership with high expectations and a differentiated provision that has strongly embraced and consistently demonstrated the school motto of ‘Ever Higher’. Consequently, it is a school that enjoys consistently high student outcomes across all areas of endeavour.
Significantly, the school has enjoyed widespread recognition at State, National and International levels, particularly regarding the model and example it provides in relation to inclusive educational practices. The School takes pride in fostering a dynamic and inclusive learning community, committed to educational excellence, personal learning and agreed values. The school is committed to meeting and supporting the needs of all students by providing for their wide range of interests and capabilities through a differentiated program of learning. The corollary of such a philosophy is an exceptionally broad and comprehensive curriculum provision that is characterised by high levels of engagement, challenge, and opportunities.
The School community supports and encourages individuality and independent learning with supportive and secure classroom environments. The whole community encourages high expectations and promotes innovative and contemporary curriculum that facilitates lifelong learning. The school strives to equip students for the modern world by promoting a culture of connectedness and creativity and by developing literacies in all realms, including technology and relationships.
At Essex Heights Primary School the importance of continuous learning is recognised and valued. Staff work collaboratively and collegially and are committed to continuous professional and personal growth and learning. Currently the school is involved in the Monash/Waverley Network of Schools. The school is committed to the reforms implicit in the Victoria as a Learning Community and emerging models for instructional leadership. Successful applicants will be expected to perform their professional duties within these parameters.
The school has a new facilities which means that Essex Heights Primary School students enjoy purpose built 21st Century learning spaces to further enhance their educational opportunities.