Education Support - Early Education Program for Deaf Children

State Government of Victoria, Australia; City of Melbourne; On-site; AUD 60,000 - 75,000; Full time

Job summary

A state education department in Melbourne seeks a dedicated education support class position. This role involves assisting teachers, supporting students, and requires proficiency in AUSLAN. The successful candidate will also provide routine care and help facilitate communication between teachers and parents. Join a vibrant team committed to inclusive education and bilingual communication.

Benefits

Professional development opportunities

Supportive team environment

Diversity and inclusion initiatives

Qualifications

• Demonstrated ability to support teachers and students in an educational setting.
• Capacity to provide basic physical care and well-being support for students.
• Proficient in communicating with adults and students using AUSLAN.

Responsibilities

• Assist with planning routines for students aged 3-4 years.
• Support communication between teachers and parents.
• Provide medical intervention support to students when trained.

Skills

Collaboration in team environment

Effective communication

AUSLAN proficiency

Education

Relevant certifications up to three years

Job description

Occupation: Education and training

Reference: 1498312

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.

SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC7 Demonstrated ability to communicate effectively with adults and students using Auslan

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, specialisedstudent/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, within our 3- and 4-year-old program as well as the school area.
• 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
• Provides support with toilet training including changing nappies

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill 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 (seeWorkplace 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) [e-mail]

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:

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:

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.

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

Location Profile

Furlong Park School for Deaf Children is a bilingual specialist school dedicated to educating deaf and hard-of-hearing children in a vibrant, inclusive, and engaging environment. Located on expansive grounds in Sunshine North, the school recently underwent a $10 million upgrade through the Victorian School Building Authority, enhancing its facilities to support high-quality learning.

We have high expectations for all students to achieve their full potential. Our teaching is differentiated and guided by a commitment to excellence, with communication supported through both spoken English and Auslan (Australian Sign Language).

Our diverse and dedicated team includes:

• 12 teachers, including a Mental Health and Wellbeing Leader.
• 12 Educational Support staff, including a Speech Pathologist and NDIS Navigator.
• A Leadership Team comprising the Principal, Assistant Principal, two Learning Specialists, and an Inclusion Outreach Coach.

Our staff includes Deaf, hard-of-hearing, and hearing professionals who work collaboratively to create a warm and inclusive workplace culture.

Programs and Curriculum

• We offer both a Primary School Program and an Early Education Program for 3- and 4-year-old children.
• With a current enrolment of 67 students, we serve families across Melbourne¿s northern and western suburbs, as well as rural fringe areas.
• Our curriculum is based on the Victorian Early Years Learning and Development Framework and the Victorian Curriculum, supporting students working at Foundation to Year 10 levels, as well as Levels A¿D Towards Foundation.

Staff actively participate in Professional Learning Teams (PLTs), with teachers engaging in inquiry cycles to enhance teaching and learning. Educational Support staff also benefit from tailored professional development to grow their expertise.

Our Values Our school motto¿Empower, Enrich, Educate¿guides everything we do. We embed Positive Behaviour Support (PBS) values throughout our community:

• I am a Learner
• I Care for Others

If you¿re ready to join a passionate and supportive team committed to inclusive education and bilingual communication, we¿d love to hear from you. Contact us on [phone] or email to arrange a phone or Zoom call, or a tour of the school before applications

Applications close Thursday 23 October 2025 at 11.59pm