Ed Support Level 1-Range 2

Terang College is a F-12 school situated in the rural town of Terang, in the.  The school consists of three sub schools: early years (Foundation to 4), middle years (years 5 to 8) and senior school (years 9 to 12).   Currently, the College has around 50 staff members, comprising of Principal class (principal and two assistant principals), one learning specialists (curriculum development), three leading teachers, business manager, teachers, education support, wellbeing, and welfare staff. 

Terang College has an enrolment of 260 (2023).  The College has an excellent reputation as a public P-12 College and is situated around 220 km west of Melbourne and 36 km east of Warrnambool.  It has a long tradition of academic excellence and a very broad co-curricular program fostering the development of the whole person. 

In July 2023, Terang College successfully amalgamated our P-4 and 5-12 campuses to create a unique K-12 learning environment with the local kindergarten also located at the Strong Street campus site.  The College also has three BER buildings (Science/Technology, Primary Centre and Learning/Library Hub) as well as a Trade Training Centre.

The motto of Terang College ‘Together We Grow’ identifies aims of growing through a co-operative and sharing approach to developing each child. Terang College fosters and encourages:

• students to reach their maximum potential in all areas of endeavour.
• the development of positive interpersonal relationships between students, teachers, parents, and wider community
• effective communication to provide a safe and secure environment with appropriate challenges and experiences to enable all children to reach their maximum potential.
• the development of skills, characteristics and positive attitudes which will enable students to become valuable citizens in our community and society.

The College promotes personal development and self-esteem of each student, and the development of courteous, articulate, and thoughtful attitudes is encouraged.   The College pedagogy and programs aim to foster tolerance and respect of others as well as respect for the local and global environment but most importantly a respect for themselves in their learning and growth.

College Council promotes an expectation for parents to uphold the goals of the College and encourages their involvement in the education development of their children.  Opportunities are made available for parents to participate in curriculum and College policy development through such groups as the Parents Association as well as sporting days and excursions.

Terang College also aims to develop a whole community approach to education by cooperatively developing curriculum for the community to ensure a quality education for all students and to share the resources necessary to deliver that curriculum.

The College has invested in the professional learning communities’ approach to work in collaborative teams to transform the way we work to improve student outcomes.  The College has a major emphasis on academic rigor and high expectations but overriding all others is the wellbeing of the students, staff and parents and ensures they become confident, contributing members of their communities.  The College’s comprehensive, challenging academic curriculum encourages a strong work ethic.  The students are polite and hardworking which has translated to either good VCE results that maximise students’ tertiary education options or numerous career opportunities for students and respect within the Terang and District community.

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.

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.

• Provide routine clerical or other administrative support responsibilities including general telephone, front office enquiries, mail deliveries, assisting with stock control, supporting organisation of meetings, receiving and initial processing of standard paperwork
• Maintain, enter and retrieve data from the schools IT systems, such as the school's records system, including computerised student, staff and school records
• Maintain and update office records, enrolment data, diary records, and basic written records
• Support or coordinate the preparation of standard routine internal and external communication according to school procedures (e.g. form letters, newsletters)
• Source basic data or factual information from given sources to support school administrative functions, e.g. books, reports, manuals, catalogues, tables, forms, etc.
• Coordinate the delivery of administrative services within the school
• In consultation with the principal, determine and manage work priorities within the school office
• Develop and implement strategies to ensure effective administration procedures
• Coordinate the implementation of requisitioning, purchasing and issuing procedures
• Manage client reception and office operations
• Liaise with school staff in regard to support requirements
• Coordinate staff timetabling
• Undertakes VASS and/or VET administration support
• Supports the first aid facilities and assists in delivering first aid to students

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

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 (see Workplace adjustment guidelines).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@education.vic.gov.au

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:

 Child Safe Standards: Policy | education.vic.gov.au

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE 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.
• 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