Ed Support Level 1-Range 2

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.

SC4  Possess the technical 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  A commitment to professional learning and growth for both self and others.

Role

[Attendance requirement for this position]

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 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, specialised student/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 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 marrung@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

Other Information

• 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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Conditions of Employment

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

Location Profile

Beechworth Primary School Profile 2026

Beechworth Primary School was established in 1875 and is located in the historic town of Beechworth, Victoria. With approximately 200 students enrolled from Prep to Grade 6, we pride ourselves on our close-knit, supportive environment, where each child is valued and encouraged to reach their full potential. Our dedicated team of educators and support staff work collaboratively to create a learning space that is welcoming, inclusive, and inspiring.

Beechworth Primary School has deep ties to the local community, actively nurturing relationships with local businesses, services, and organisations. We value inclusivity and diversity, acknowledging and respecting the Aboriginal carers and guardians of this land, past, present, and emerging. Our commitment to reconciliation and cultural understanding is embedded in our curriculum and everyday practices, ensuring students develop a strong sense of respect and connection to First Nations perspectives.

Our school is firmly dedicated to student wellbeing and engagement, prioritising a safe, supportive, and nurturing environment where every child feels empowered to thrive academically, socially, and emotionally. We implement a range of wellbeing initiatives, including friendship programs, social emotional learning frameworks, and school wide positive behaviour support. Through positive behaviour strategies and inclusive education practices, we foster resilience, confidence, and a strong sense of belonging among our students. 

School Vision, Mission and Values

School Vision

At Beechworth Primary School, we nurture every student in a supportive and inclusive environment to thrive.

School Mission 

At Beechworth Primary School, we are committed to creating an inclusive and engaging learning environment where students develop the values of Respect, Persistence, Safety and Caring. Through innovative teaching, strong partnerships with families, and high expectations, we empower every student to achieve their full potential.

School Motto: Respect, Safety, Persistence and Caring¿ Always!

School Values:

• Respect: At Beechworth Primary School, we demonstrate respect to ourselves, our peers, our teachers and visitors to the school.
• Safety: At Beechworth Primary School we seek to make our school community a safe place for students, staff, families and all visitors. 
• Persistence: At Beechworth Primary School we seek challenges in our education, and we work hard towards achieving our goals. We continually grow as individuals and as learners by giving/trying our best in the classroom, in the playground and at home.
• Caring: At Beechworth Primary School we strive towards caring for ourselves, others and our environment. We are a caring school community that displays kindness and understanding to others through our words and actions.

Teaching and Learning

Beechworth Primary School addresses the learning needs of each and every child. Our curriculum program runs on a repeating 2-year cycle, and covers all aspects of the Victorian Curriculum 2.0, emphasising literacy and numeracy. Our Inquiry based units are designed around eight concepts, each explored developmentally from Foundation through to Year 6. All students explore the same concept at the same time, allowing for whole school immersion and cross level collaboration. The eight concepts are Community, Sustainability, Social Justice, Creativity, Identity, Change, Necessity and Curiosity.

Determining the specific learning requirements of each child is the key to our highly successful literacy and numeracy program. Our teaching and learning is based on the Victorian Curriculum 2.0. Pre assessment, collaborative planning together with enablers and extenders allows students to work at their point of need. In this way, gaps in individual learning are continually identified, and teaching is fine-tuned to address them. Knowing precisely which literacy and numeracy concepts each child needs to develop ensures the progression of all students.

We have teachers dedicated to specialist programs in The Arts, Physical Education and STEM. Our LOTE (Languages Other Than English) program focuses French language. We also offer an excellent Sports program, with opportunities for students to compete at regional through to state levels.

If you have any queries please email Assistant Principal Ngaire King on ngaire.king@education.vic.gov.au .