Ed Support Level 1-Range 2 Literacy and numeracy 2026

Ed Support Level 1-Range 2 Literacy and numeracy 2026 Department of Education Victoria – Dallas VIC 14d ago , from Department of Education & Training Victoria Dallas Brooks Community Primary School is a place that both encourages and enables professional learning, effective teamwork and inclusiveness within purpose-designed facilities reflecting a 21st‑century educational approach to teaching and learning including the provision of open flexible learning areas. The K‑6 learning environment of Dallas Brooks Community Primary School emphasizes the acquisition of literacy and numeracy skills within an orderly and technology‑rich environment. Sporting excellence, the Performing Arts and community partnerships have a strong focus within our new school with extensive programmes catering for preschool education through to adult education. Dallas Brooks Community Primary School is a Microsoft Showcase School and a DET New Pedagogies and Deep Learning School. The school is currently exploring the opportunities for student voice through Science and Technology (Robotics and Makers Programs). In 2022, Dallas Brooks Community Primary School had an enrolment of 415 primary school students with 120 children enrolled in preschool programmes. The school operates onsite 3‑year‑old and 4‑year‑old Kindergarten programmes and Playgroups for children up to 3 years of age. The Community Hub enables families to be connected to playgroups, adult education and to work in partnership with the Wellbeing team at the school. The school community represents a diverse range of socio‑economic, cultural, religious and language backgrounds. Twenty‑six different ethnic groups are represented, with the majority of students coming from language backgrounds other than English, the largest community groups being Arabic and Turkish‑speaking. Our families value education and our students have a positive attitude towards school and learning. The school involves parents in school life, both within and outside the classroom. The school works with other educational and welfare groups in cooperative networks and is widely connected to Hume, Moreland Councils, Banksia Gardens, Dallas Neighbourhood House, Meadows Heights Learning Centre and the Northern Schools Early Years Cluster. School Vision: For all students to be literate, numerate, creative, safe and happy. eLearning Vision: To actively engage the school learning community in authentic learning projects to develop responsible global citizens. 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 programme. The 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 four in controlled circumstances, with responsibility for students remaining clearly with a teacher. Certification and/or qualifications of up to three years may 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 accountability for a single function, such as ensuring data is properly maintained, or coordination of a work area under the principal’s or manager’s direction. Assisting teachers within an educational programme 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 (for example, enrolled nurses performing the role as described in Schedule 3). These roles require specific qualifications and/or training, with further training undertaken from time to time. Technical tasks that require sound knowledge of basic technical and/or scientific principles 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. Beginning at the base, the position will initially be limited to routine tasks carried out under close supervision and direction. Work that carries some independence will generally involve a limited number of tasks performed regularly where priorities are clear, procedures are well‑established and direction readily available. Subject to any specific qualification and/or training requirement, an employee may progressively be required to undertake coordination, specialised student/teacher support tasks or technical tasks as experience grows. 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. Communicates with students 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 four students within a classroom setting. Supports teachers in coordinating educational programmes independently or under minimal supervision, including rostering and organising the work of a team of aides, routine coordination, guidance and support to other student supports, liaison with external providers of support services, and assisting teachers with communication of student outcomes and educational programmes. Provides medical‑intervention support to a student 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 serve. 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. 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. We provide reasonable adjustments for staff with disability. Child Safe Standards Victorian government schools are child‑safe environments. Our schools actively promote the safety and wellbeing of all students, and all staff are committed to protecting students from abuse or harm 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. These 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, with induction and support programmes provided. Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at #J-18808-Ljbffr