We have other current jobs related to this field that you can find below

  • Ed Support Level 1-Range 2

    2 months ago

    Melbourne, United States Schools (Government) Full time

    Role Attendance requirement for this position - Monday 7:35am - 3:35pm, Tuesday - Friday 8am-3pm. 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...

  • Ed Support Level 1-Range 2

    3 weeks ago

    Melbourne, United States Schools (Government) Full time

    Role This position has additional attendance requirements of up to 10 days. 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...

  • Technology Assistant

    4 weeks ago

    Melbourne, United States Schools (Government) Full time

    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...

  • Education Support Level 1-Range 2

    1 month ago

    Melbourne, United States Schools (Government) Full time

    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...

  • Ed Support Level 1-Range 2

    4 weeks ago

    Melbourne, United States Schools (Government) Full time

    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...

  • Ed Support Level 1-Range 2

    1 month ago

    Melbourne, United States Schools (Government) Full time

    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...

  • Integration Aid

    4 weeks ago

    Melbourne, United States Schools (Government) Full time

    Role This position is required 5 days per week (Monday to Friday) commencing at 8:45am and finsihing at 3:15pm. Demonstrated experience in supporting students with individual needs is a requirement to apply for this role. An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted...

  • Classroom ES Level 1-Range 2

    1 month ago

    Melbourne, United States Schools (Government) Full time

    Role Attendance for this position is 5 days a week, 6 hours a day. 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...

  • Occupational Therapist

    3 weeks ago

    Melbourne, United States Schools (Government) Full time

    Role Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school/s. Provides a range of services and/or undertakes the analysis of complex problems that form part of the policy framework. A school or group of schools would need to have the...

  • Ed Support Level 1-Range 4

    3 weeks ago

    Melbourne, United States Schools (Government) Full time

    Role Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.  Objectives will, generally, be clearly defined;...

  • Ed Support Level 1-Range 3

    1 month ago

    Melbourne, United States Schools (Government) Full time

    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...

  • Community Hub Co-Ordinator

    3 weeks ago

    Melbourne, United States Schools (Government) Full time

    Role [Attendance requirement for this position] Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.  ...

  • School Community Liaison Officer

    1 month ago

    Melbourne, United States Schools (Government) Full time

    Role  The School Community Liaison Officer will be required to support school communities to focus on increasing school engagement, strengthening partnerships with families and community and facilitating activities to increase retention and school completion. The School Community Liaison Officer will be expected to work in collaboration with School...

  • Principal-Range 2

    1 month ago

    Melbourne, United States Schools (Government) Full time

    Role The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the deployment of resources provided by the Department and the school community. At the same time, the principal, as executive officer of the school council, must ensure that adequate and...

  • Classroom Teacher Range 2

    4 weeks ago

    Melbourne, United States Schools (Government) Full time

    Role Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.  A critical component of this work will focus on increasing...

  • Educator - Range 2

    7 hours ago

    Melbourne, Florida, United States Schools (Government) Full time

    Position Overview As a Range 2 educator, you will play a pivotal role in enhancing student achievement and educational results as outlined in the school’s strategic objectives and state educational priorities. Your contributions will be vital in shaping and executing school policies and priorities. A key aspect of this position involves elevating the...

  • Assistant Principal-Range 1

    2 months ago

    Melbourne, United States Schools (Government) Full time

    Role The assistant principal reports directly to the principal. Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the...

  • Assistant Principal-Range 1

    1 month ago

    Melbourne, United States Schools (Government) Full time

    Role The assistant principal reports directly to the principal. Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the...

  • Assistant Principal-Range 1

    2 months ago

    Melbourne, United States Schools (Government) Full time

    Role The assistant principal reports directly to the principal. Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the...

  • Assistant Principal-Range 1

    1 month ago

    Melbourne, United States Schools (Government) Full time

    Role The assistant principal reports directly to the principal. Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the...

Ed Support Level 1-Range 2

1 month ago

Melbourne, United States Schools (Government) Full time

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 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, ( 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 ( 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

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.

EEO AND OHS Commitment

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.

The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

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:

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

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

Location Profile

Location/Job Profile: ES Classroom Support 5 Days

Thank you for showing an interest in the ES classroom support position at Banum Warrik Primary School.

Banum Warrik Primary School is seeking a highly motivated, positive and innovative ES who is committed to working in collaboration with the leadership team, teaching and ES staff, students, families and the wider school community, in establishing our new school in Kalkallo.

Banum Warrik Primary School resides within the Cloverton estate in Kalkallo and is on the traditional lands of Woiwurrung People. Kalkallo is located along the Hume Freeway, 50km north of Melbourne and is part of the North-West Victoria Region (NWVR).

Banum Warrik Primary School opened in 2024 with 160 students enrolled from Foundation to Grade 6. Our predicted enrolment in 800 students. Our school is set in a wonderful part of the estate with parks, sporting fields and playgrounds all within walking distance. Most of the students who attend our school live locally. Establishing strong connections with the local community and government services is vital to ensure our school has positive relationships with all stakeholders. This includes the Kalkallo North Community centre operated by Hume City Council. The centre will provide maternal health, playgroup, kindergarten, and other services for the community and sits adjacent to our school.

Banum Warrik Primary School has state of the art facilities with buildings designed to support the learning needs of students. The layout of the school will allow staff and students the opportunity to work in calm and organised classrooms, allowing for connection and belonging. The administration building includes a library, two science/STEM rooms, a food technology room and art room. Performing Arts and canteen have their own rooms positioned within the full-size gymnasium building.

Understanding the culturally diverse needs of the community, we have approximately 70% of students with EAL backgrounds. These languages are primarily Punjabi, Hindi, and Arabic. We are proud of this diversity and celebrating this with our community is a strength of the school.

Banum Warrik Primary School¿s Statement of Values and School Philosophy is integral to the work we do and is the foundation of our school community.

Vision

At Banum Warrik Primary School, every individual has the potential to be their best self and achieve success. We strive to create an environment that fosters a love of learning, encourages personal growth, and inspires excellence in all aspects of school life.

School Motto

Embracing Diversity, Supporting Inclusion, Striving for Excellence

Mission

Banum Warrik Primary School's mission is to provide a safe, caring, and inclusive environment where individuals can achieve their full potential. We are committed to delivering high-quality educational opportunities that foster critical thinking, creativity, curiosity, and a lifelong love of learning.

Objective

Banum Warrik Primary School¿s objective is to empower individuals to become responsible, compassionate, and engaged citizens, who are equipped with the skills, knowledge, and values necessary to succeed in a rapidly changing world.

Values

Respect: We have Respect for ourselves, for others, and for our environment.

Resilience: We are Resilient when faced with challenges and use strategies to keep persevering.

Integrity: We always act with Integrity and do what we know is right.

Authenticity: I am true to my Authentic self and proud of who I am.

Staff at Banum Warrik Primary School employ the principles of inclusive education for all learners and implement evidence-based pedagogies to deliver the Victorian Curriculum Levels F-6 (inclusive of levels A-D) through systematic and scaffolded Science of Learning approaches. To support the implementation of FISO , we embed a tiered response to student learning that focuses on Curriculum and Academic Rigour (learning) and Wellbeing, Safety, and Care (wellbeing) at the universal (tier 1), targeted (tier 2) and individual levels (tier 3). Students are aware of their learning needs, what success looks like and their learning trajectory for improvement and growth.

We will have a strong focus on Professional Learning Communities (PLCs) where teams are supported to drive their own cycles of inquiry based on student data and needs. PLCs are embedded across all teaching teams, with teachers and leadership working collaboratively to address student achievement, growth and next steps for learning. Teaching and learning practices are based on Science of Learning principles, and teachers are supported to teach and assess against a knowledge rich curriculum. There is a strong emphasis on distributed leadership within all teams, focussing on leading from the `middle¿, rather than as a hierarchical, `top down¿ approach.

Staff engage in teaching Expected Behaviours linked to our school values with Diversity and Inclusion being the foundations of creating culturally responsive and safe environments. We use Restorative Practices with a Behaviour Response Framework to address unacceptable behaviours and have targeted and individual supports in place for students requiring additional assistance. All staff share in the collective responsivity for the wellbeing, safety and care of all students.

Collaboration, transparency, inclusion, and belonging is key to effectively building a school culture built on trust and respect. This promotes a culture of collective responsibility so all staff can recognise and support the individual needs of students.

If you have further questions or you are interested in a school tour, please email

If you believe you possess the skills, attributes, and commitment, to be part of a truly unique and career defining opportunity, please apply.

Thank you.

Anthony Potesta