Education Support Officer

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 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 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 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 (email omitted). 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: 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: Location Profile Western Heights College is a government co‑educational single campus secondary college located in the heart of the Hamlyn Heights, Herne Hill and the Geelong West region just a short drive from the Geelong city centre, the Geelong Ring Road and nearby rural towns. The college is located within state‑of‑the‑art modern buildings which connect learning, to our community and reflects our leading‑edge work in curriculum design and delivery for our community. The college’s purpose is to empower students to strive for success and excellence in their educational journey with a focus on learning growth, high expectations, holistic well‑being, creativity and innovation reflected strongly in the schools 3 values responsibility, courage and inclusion. The college offers flexible indoor and outdoor learning spaces as well as an array of educational opportunities to empower students to strive for success and excellence in their educational learning journey. By the end of term 1 2026, a new school gymnasium will be ready to be used by students and the community. The college has a strong focus on literacy and numeracy across the college. Global learning and thinking are a priority for the College with the school inclusive of cultural diversity, offering EAL and Chinese Mandarin as its language. The college has sister schools based in China. Leadership, interpersonal development and student voice and agency in learning are a focus for the school with its offerings of exceptional dance, music, theatre studies, technology, STEM and art programmes on offer. The college has an exciting camps and excursions program with opportunities to include local, interstate and international experiences to places like Mount Buller, Kokoda, Central Australia, and China. WHC is also involved regularly in the School for Student Leadership Opportunities across all its campuses for Year 9 students. The college also runs tours to the USA for basketball, the UK for AFL Football, New Zealand for Netball, and Europe for Soccer every second year. All students belong to learning communities with developmental personal learning goals and pathways plans, supported by a daily mentoring programme. Years 7 and 8 students are supported in their learning communities by a teacher team focused on building key skills, knowledge and understanding. An innovative personalised programme for Year 9 and 10 students includes access to VCE, the Head Start Program, School Based Apprenticeships (SBA’s) and Vocational Education Training (VET) studies. Years 11 and 12 students choose from a wide range of studies, combining academic VCE, vocational and applied learning programmes and certificates (VET/VM). Western Heights College has an active and fully engaged College Council, establishing strong links with the local community, including partnerships with the City of Greater Geelong, Vines Road Community Hub, the Geelong Regional Library, the Polly Farmer Foundation (FTD Program) and many local and elite sports groups including the Geelong Venom WNBL Team, and Melbourne Victory Soccer Club. The school has a growing enrolment of close to its capacity of 1200 students in 2026. #J-18808-Ljbffr