Job Description
Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1518774
Location Profile
Thomas Chirnside Primary School | Nurturing Excellence
There exists an exciting opportunity to join our dedicated learning community at Thomas Chirnside Primary School. We offer a collaborative and supportive environment, fostering professional growth and encouraging work-life balance.
About Us
Situated in the vibrant City of Wyndham, Thomas Chirnside Primary School (TCPS) has been a trusted educational institution for 30 years, with a close-knit community of approximately 300 students. TCPS is a place where teachers work together to make a difference in our students lives.
Why Join Our Team?
Supportive Environment: TCPS offers a nurturing and respectful atmosphere that encourages respectful relationships among staff and students. We prioritise safety and well-being, with a strong focus on embedding consistent classroom routines and whole-school approaches to support every learner.
Inclusive Programs: Our community is strengthened by a well-established and supportive Koorie Club, as well as targeted programs for EAL learners that ensure all students are engaged and thriving. Our well-resourced library provides further opportunities for literacy growth and fosters a love of reading across the school.
Innovative Teaching: TCPS implements the highly successful Professional Learning Community (PLC) model. Teachers collaboratively plan a guaranteed and viable curriculum, use evidence-informed practice, monitor student progress, and take action, resulting in successful learning experiences for all students.
Professional Growth: We are committed to supporting graduate teachers through the Career Start program, that includes strong coaching and mentoring, embedded within our whole-school coaching model. This ensures teachers are guided, encouraged, and supported to grow their practice with confidence.
Specialised Opportunities: In 2025, TCPS worked in partnership with the Department of Education to implement the Primary Mathematics and Science Specialist Program (PMSS). In 2026, teachers will participate in professional learning to develop consistent Tier 1 routines and procedures that strengthen and enable learning through participation in Classroom Mastery program and coaching.
Stephanie Alexander Kitchen Garden School: We are proud to be a Stephanie Alexander Kitchen Garden School with architect-designed community kitchen and garden facilities. This program provides exciting extracurricular learning opportunities for our students.
Extracurricular Opportunities: Our attractive grounds and facilities create additional extracurricular learning opportunities, promoting an inclusive approach to education.
Join our dynamic team and be part of an educational journey where connections, creativity and curiosity are encouraged and celebrated.
For more information or to inquire about joining our team, please contact our Principal, Bev Thompson, at 9741 0200 or via email at bev.thompson@education.vic.gov.au. School tours are available, and we look forward to welcoming you to TCPS.
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
[Enter Free Text Description here]
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
This position is available to eligible Aboriginal and Torres Strait Islander peoples interested in undertaking the Aspiring Koorie Teachers (AKT) Now program. AKT Now supports candidates to work in Education Support and/or teaching paraprofessional roles while completing formal qualifications. To learn more, visit AKT Now Program.
Candidates participating in the AKT Now program are required to be actively engaged in one of the two study options during their employment:
Vocational Education Pathway: Candidates must be willing to undertake a Certificate IV in School-Based Education Support course of study.
Higher Education Pathway: Candidates must already be studying an Initial Teacher Education (ITE) qualification at the level of:
third or fourth year of an undergraduate degree
be engaged in postgraduate ITE qualification
and undertaking a minimum of 50% equivalent full-time study load at the time of assessment.
Participants will be employed in a Victorian government school under a fixed-term contract for up to 2-years, receive wrap-around support from cultural mentors to assist with completing their studies.
Eligibility
To be eligible, applicants must:
Identify as Koorie (Aboriginal and/or Torres Strait Islander).
Be a Victorian resident.
Meet the specific requirements for either the Vocational Education or Higher Education pathways as outlined above.
Applications close Tuesday 10 March 2026 at 11.59pm
Posted
25 February 2026
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1518774
Location Profile
Thomas Chirnside Primary School | Nurturing Excellence
There exists an exciting opportunity to join our dedicated learning community at Thomas Chirnside Primary School. We offer a collaborative and supportive environment, fostering professional growth and encouraging work-life balance.
About Us
Situated in the vibrant City of Wyndham, Thomas Chirnside Primary School (TCPS) has been a trusted educational institution for 30 years, with a close-knit community of approximately 300 students. TCPS is a place where teachers work together to make a difference in our students lives.
Why Join Our Team?
Supportive Environment: TCPS offers a nurturing and respectful atmosphere that encourages respectful relationships among staff and students. We prioritise safety and well-being, with a strong focus on embedding consistent classroom routines and whole-school approaches to support every learner.
Inclusive Programs: Our community is strengthened by a well-established and supportive Koorie Club, as well as targeted programs for EAL learners that ensure all students are engaged and thriving. Our well-resourced library provides further opportunities for literacy growth and fosters a love of reading across the school.
Innovative Teaching: TCPS implements the highly successful Professional Learning Community (PLC) model. Teachers collaboratively plan a guaranteed and viable curriculum, use evidence-informed practice, monitor student progress, and take action, resulting in successful learning experiences for all students.
Professional Growth: We are committed to supporting graduate teachers through the Career Start program, that includes strong coaching and mentoring, embedded within our whole-school coaching model. This ensures teachers are guided, encouraged, and supported to grow their practice with confidence.
Specialised Opportunities: In 2025, TCPS worked in partnership with the Department of Education to implement the Primary Mathematics and Science Specialist Program (PMSS). In 2026, teachers will participate in professional learning to develop consistent Tier 1 routines and procedures that strengthen and enable learning through participation in Classroom Mastery program and coaching.
Stephanie Alexander Kitchen Garden School: We are proud to be a Stephanie Alexander Kitchen Garden School with architect-designed community kitchen and garden facilities. This program provides exciting extracurricular learning opportunities for our students.
Extracurricular Opportunities: Our attractive grounds and facilities create additional extracurricular learning opportunities, promoting an inclusive approach to education.
Join our dynamic team and be part of an educational journey where connections, creativity and curiosity are encouraged and celebrated.
For more information or to inquire about joining our team, please contact our Principal, Bev Thompson, at 9741 0200 or via email at bev.thompson@education.vic.gov.au. School tours are available, and we look forward to welcoming you to TCPS.
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
[Enter Free Text Description here]
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
This position is available to eligible Aboriginal and Torres Strait Islander peoples interested in undertaking the Aspiring Koorie Teachers (AKT) Now program. AKT Now supports candidates to work in Education Support and/or teaching paraprofessional roles while completing formal qualifications. To learn more, visit AKT Now Program.
Candidates participating in the AKT Now program are required to be actively engaged in one of the two study options during their employment:
Vocational Education Pathway: Candidates must be willing to undertake a Certificate IV in School-Based Education Support course of study.
Higher Education Pathway: Candidates must already be studying an Initial Teacher Education (ITE) qualification at the level of:
third or fourth year of an undergraduate degree
be engaged in postgraduate ITE qualification
and undertaking a minimum of 50% equivalent full-time study load at the time of assessment.
Participants will be employed in a Victorian government school under a fixed-term contract for up to 2-years, receive wrap-around support from cultural mentors to assist with completing their studies.
Eligibility
To be eligible, applicants must:
Identify as Koorie (Aboriginal and/or Torres Strait Islander).
Be a Victorian resident.
Meet the specific requirements for either the Vocational Education or Higher Education pathways as outlined above.
Applications close Tuesday 10 March 2026 at 11.59pm
Posted
25 February 2026
💡 Quick Summary
Seeking a career-building opportunity? The Education Support Officer Level 1 Range 2.1 (AKT Now) position is now open for candidates interested in the Education Jobs sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Education Jobs is a plus.
