Box Hill Senior Secondary College is a truly dynamic, vibrant and welcoming school. It is located in the suburb of Mont Albert North, which is in the heart of the eastern suburbs of Melbourne.

About 400 students attend the Senior College. The College offers a 4 year program of instruction from Years 9 – 12, which incorporates a range of core subjects, electives, VCE subjects, VET courses and VCAL (currently only Year 12).

The College is well known for its specialist programs and pathways related courses, including a selection of elite level sports through the Academy sport program, along with the current development of STEAM and a Talented and Gifted Program, due for introduction in 2021.

The College strives to build high quality partnerships, connections and relationships with the local and wider community, with students enrolling from across the local area, interstate and internationally as well.

Box Hill Senior Secondary College has no uniform or bells but it does have high expectations for all students. We expect all members of our community, staff and students, to perform at the highest possible standard.

The relationships at Box Hill are outstanding and students are treated fairly, with respect and as young adults.

The Box Hill Senior Secondary College learning program embraces three interconnected themes:

Learning to make a LIFE

Learning to make a LIVING

Learning to make a DIFFERENCE

Box Hill Senior Secondary College prides itself on both academic and vocational excellence, and we celebrate and value diversity. Students are supported in their intellectual, emotional, social and physical development by a highly professional group of teachers and student services staff. The guiding philosophy at this College is that happy, healthy, resilient students learn better and achieve their personal best when they feel supported and valued as an individual.

Box Hill Senior Secondary College is committed to the safety and wellbeing of young people. The school community recognises the importance of, and the responsibility for, ensuring our school is a safe, supportive and enriching environment. At Box Hill Senior Secondary College we respect and foster the dignity and self-esteem of young people and enable them to thrive in their learning and development. The Box Hill Senior Secondary College, Child Safe - Code of Conduct applies in all school events and activities, including school camps and in the use of digital technology and social media.

All staff, contractors, volunteers and any other member of the school community involved in child related work are responsible for supporting the safety, participation, wellbeing and empowerment of young people and have supported and acknowledged adherence to the DET Child Safe - Code of Conduct policy.

Learn more about Box Hill Senior Secondary College at www.bhssc.vic.edu.au

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.

These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Core responsibilities include:


• Planning and implementing a range of teaching programs or
courses of study


• Teaching an area of the curriculum or a general curriculum to a
year level


• Monitoring, evaluating and reporting student progress in key
learning areas


• Implementing strategies to achieve targets related to student
learning outcomes


• Maintaining records of class attendance and recording student
progress


• Implementing effective student management consistent with the
school charter.


• Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio

Additional responsibilities may include but are not limited to:


• Supervising a range of student activities including support and
welfare programs


• Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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.

• Located 3 Hrs West of Melbourne
• Quiet Country Town – Low cost of Living
• Minimize commute times
• Under an hour to the Grampians & the Coast
• Great Cafés, change of pace
• Baimbridge College, Hamilton is a co-educational 7-12 school, with an enrolment of approx.. 420 students. The College is well placed to deliver a comprehensive curriculum which effectively prepares students for further education in many fields of study and for employment.
• Baimbridge College VCE students can choose from a diverse curriculum. Access to both academic based VCE, Vocationally orientated VCAL including access to vocational courses run at The Hamilton District Skills Centre, all of which indicate student pathways are well catered for.
• Baimbridge College has student wellbeing central to its ethos with year 7 students based in their own home rooms and with a reduced number of teachers delivering the Victorian curriculum.
• A school with declared priorities in the music area, Baimbridge College offers its students diverse opportunities for co-curricular involvement in the instrumental program and public performance.
• A well appointed library and gymnasium, a media and drama centre, specialist music, technology and home economics facilities set in attractive and spacious grounds are carefully maintained and resourced.
• Baimbridge College is one of the pre-eminent secondary schools in the South-West.
• Chance to work with a dynamic team to help drive the curriculum & lead the school into becoming an exemplary forward thinking student outcome driven school.

If you love working with kids & are passionate about leading by example, We want to speak to you !

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
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 the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:

• Have the content knowledge and pedagogical practice to meet the diverse needs of all students
• Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
• Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
• Supervise and train one or more student teachers
• Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:


• Direct teaching of groups of students and individual students;


• Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;


• Undertaking other classroom teaching related and organisational duties as determined by the School Principal;


• Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;


• Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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

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.

• 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.

The House System fosters the development of smaller learning communities that care and encourage a positive attitude to school where students can reach their full educational potential as they are empowered to take responsibility for their own behaviour and their own learning and where effort as well as achievement are acknowledged and celebrated.

Students are considered partners in their learning and the School has a strong focus on the holistic development of each student through their involvement in the educational, co-curricular and student leadership programs.

Principal: Joanna Alexander

60 Springfield Road, Blackburn 3130

Tel: 03 8806 6464

Fax: 03 8804 6499

Email: blackburn.hs@edumail.vic.gov.au

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
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 the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:

• Have the content knowledge and pedagogical practice to meet the diverse needs of all students
• Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
• Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
• Supervise and train one or more student teachers
• Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:


• Direct teaching of groups of students and individual students;


• Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;


• Undertaking other classroom teaching related and organisational duties as determined by the School Principal;


• Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;


• Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

Parkville College is a multi-campus college spanning the Parkville Youth Justice Precinct, the Malmsbury Youth Justice Precinct and the Secure Welfare Units in Maribyrnong and Ascot Vale. It is the only Victorian Government School that operates 52 weeks per year.

Parkville College is a registered specialist school that delivers senior secondary certificates for all children and young people detained in the custody of the Department of Justice and Regulation and Department of Health and Human Services.

The College delivers education to, and in the best interest of, some of Victoria's most vulnerable, yet inspiring children who are filled with enormous potential. The Parkville College education model incorporates strong local partnerships to deliver a flexible range of educational options including VCAL and VET, in addition to the provision of holistic support to meet well-being needs and rehabilitative goals. In recognition of the custodial environment and existing educational disadvantage, the school program includes weekends and term breaks to enhance the learning opportunities for the children and young people in Secure Services.

SC1 Demonstrate an ability to organise and support an effective hospitality program that supports young people.

SC2 Provide high-level hospitality support to students with varying knowledge and ability.

SC3 Demonstrate ability to provide expert advice in student management within a custodial setting.

SC4 Demonstrate the ability to manage work priorities, schedule time, and support an effective hospitality program.

This role will require the successful applicant to work at our Parkville campus and will require school holiday and weekend work.

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 school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more cases that are complex. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

A position exists for an Education Support Officer who can work unorthodox school hours in a unique setting within a unique school. This position requires a hospitality teacher aid to work with students in a therapeutic manner on Residential Units within Parkville College. That is to say that this position is designed so that the successful candidate can perform outreach into the residential units of students and undertake hospitality classes as a therapeutic outlet distinct from academic classes within the school timetable.

The successful candidate will need to have a thorough understanding of the multiple and complex needs and issues of children and youth in custody. Further to this, the successful candidate will need to demonstrate outstanding professional relationships with Department of Justice and Regulation staff members who work within the residential units. Finally, the successful candidate will need to have a knowledge and expertise in hospitality tuition to engage and develop marginalised and sometimes resistant learners. The successful candidate will also need to follow a trauma-informed and consistent approach with school educators while working outside of the traditional classroom setting.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

Copperfield College is a multi-campus school situated in Melbourne’s North-West. The College comprises two junior campuses (Years 7-10) in Kings Park and Sydenham and a senior campus (Years 11-12) at Delahey. We have a student population of approximately 2200, with 180 teaching staff, 80 Education Support Staff and 7 Principal Class personnel.

The SFOE for the College is 0.6 indicating a significant level of social disadvantage. The College is culturally diverse, reflecting our community, with approximately 60% of our students coming from a Language Background other than English. Copperfield performs to expectations or better in comparison with ‘like’ schools. In particular, our VCE performance has continued to improve.

The college Strategic Plan for 2017-2020 can be viewed via our website www.copperfieldcollege.vic.edu.au. Our plans are ambitious and aimed at high quality educational outcomes with low in-school variation in everything we do through a Guaranteed and Viable Curriculum. Our Strategic Plan has a major focus on building the capacity of every teacher to work collaboratively as part of a Professional Learning Community. Improving numeracy and literacy are also key foci for all teachers.

Copperfield is a large provider of VET in Schools and a key member of the Brimbank VET Cluster. We are the lead school in a federally funded Technical Trade Centre, hosting VET Automotive and VET Electrotechnology classes. The College also emphasises the importance of a robust co-curricular and student leadership program. Copperfield has a growing International Student Program and there are currently 42 international students across the College. English as an Addition Language (EAL) is taught at all campuses and there are a growing number of students taking up a language other than English (LOTE) in post-compulsory years, supported by a 20 year old sister school relationship with Fuji Junior High School in Japan.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

• 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.

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx