Ed Support Level 1-Range 2 Classroom Assistant

Job posted: 19/12/2024

Job type: Full time / From 17/02/2025 - 26/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1460217

Location Profile Box Hill High School is a high-performing co-educational government school in the Inner East area of Melbourne.

The school was established in 1930 and has a long tradition of striving for academic excellence and establishing a strong, positive learning environment for all students. We are a single-campus school of 1500 students enrolled from years 7 to 12. We have 132 teaching staff and 34 ES staff, as well as a team of 3 Principal class officers.

Box Hill High School is a learning community that fosters resilience, a passion for lifelong development and a commitment to positively impacting the world. Our purpose is:

To ensure an inclusive, safe community where students and staff are respectful of each other. To collaborate to set and achieve challenging learning goals to create an environment where everyone can flourish. To equip students with the skills to be resilient and passionate life-long learners. To respect and consider student voice in the classroom and wider school community. To demonstrate school pride in the way we present and conduct ourselves. To develop and nurture students who are ethical, think critically and can contribute as global citizens. Our school values of respect, creativity, resilience and growth ensure that everyone in our school community will be treated fairly and respectfully. In turn, we will strive to create an inclusive and safe school where curiosity and creativity are valued and all members of our community are empowered to participate and learn. The school motto, ad altiora certamus (to strive for the higher things), underpins all that we do.

Student learning, engagement and well-being are central to our work, and the school has a range of programs in place to support the learning and growth of all students. These include our well-established SEAL program (GAPP), Program for Students with Disabilities (PSD), and intervention programs in Literacy and Numeracy.

Students can further develop their skills and talents through various additional programs and extra-curricular activities, including sports, music, performing arts, solar cars, robotics, debating, leadership programs and numerous clubs. There are also several opportunities for students to further their own personal development and enhance their global perspective through a range of international programs, including a German Exchange Program, The World Challenge, USA Space Camp and the Victorian Young Leaders to China Program.

Student leadership, voice and agency are a priority at the school. Students have multiple opportunities to contribute to school governance and shape the school's future direction. Student leaders drive improvement in the areas of community, teaching and learning, environment and engagement and well-being.

We recognise the importance of our partnership with parents and carers to support our students in their well-being, engagement and achievement in learning.

We acknowledge the Traditional Custodians of the land we live, work and travel upon, and we pay our respects to the Elders, both past and present, and we recognise, acknowledge and respect the history, culture, diversity and value of all Aboriginal and Torres Strait Island people.

Key Selection Criteria KSC1. Qualifications and experience in youth counselling, student support services or social work, preferably within a secondary school context. KSC2. Understanding of and the demonstrated ability to implement effective and evidence-based counselling techniques and approaches. KSC3. Demonstrated knowledge of a range of interventions relevant to young people and families and an understanding of the education, health and community services sector. KSC4. Highly developed communication and interpersonal skills and the ability to work as part of a multidisciplinary team. KSC5. Personal qualities of integrity in working with a range of stakeholders in a diverse community and of adaptability in working in an evolving and growing school. KSC6. Knowledge of Department of Education policies and procedures relating to student wellbeing and child safety. 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 Provide high-quality counselling and student support services to high school students presenting with a range of issues which may be self-referred, teacher-referred or parent-referred. Provide effective support for students with Autism Spectrum Disorder, anxiety and depression, learning disabilities, disorders or difficulties, and experiences of trauma. Participate in Student Support Group meetings, where appropriate. Maintain links with Student Support Services, school networks and relevant support agencies and liaise with community service organisations, DHHS Child Protection, hospitals, specialist programs and other professionals regarding the support needs for students and schools. Referrals to appropriate agencies for student and family support when needed. Consultation with families about their child's needs and the interventions to address those needs. Keep thorough, extensive and confidential case notes to create transparency and accountability while following the school's communication processes. Provide authoritative professional advice in relation to issues involving student wellbeing, including helping to build student resilience and positive mental health. Assist students experiencing difficulties with well-being at school, at home, or out in the community. Assist families in accessing appropriate relief agencies, e.g., State School Relief and Smith Family. Provide feedback and advice to staff on the wellbeing of students referred within the relevant privacy laws. 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.

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:

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:

A specific response to all of the key selection criteria and position details. It is suggested that applicants limit their responses to no more than five pages.

A CV with a summary of experience and qualifications.

The names and contact details, including email of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.

N.B. Failure to provide the requested referee details may result in a disadvantage to the applicant.

All applicants should ensure that their personal profile on Recruitment Online is up to date and have a current Working with Children Check (employee) card.

Education support class employees are expected to use additional paid leave during school vacation periods.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx.
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