Location Profile Birmingham Primary School is situated in a semi rural area at the foothills of the Yarra Valley. The school population for 2025 is 668 students, one of the highest enrolments in the history of the school. This is testimony to the excellent reputation the school has within the community. We have very few students who come from Non-English speaking backgrounds, so our involvement with International School to School Exchange (ISSE) has allowed us to bring parts of the globe to Birmingham. We have visited and received delegations from Malaysia, India, Mexico, U.S.A., China, Peru and Costa Rica. These experiences have opened up the world for our students and has helped them understand and appreciate different people and their cultures. We were the recipients of the Victorian Excellence Award for Global Education in 2019 which has recognised the efforts we have made in developing our students as global citizens. This award is highly coveted and we are extremely proud of our achievement. We have membership with the Council of International Schools (CIS) and have gained accreditation with CIS .This organisation has assisted us in forging international links but also enables us to work towards and achieve international standards of education. We have a whole school approach to the teaching of Literacy and Numeracy which is well documented and in embedded into our Inquiry learning. This approach had earned us excellent student learning outcomes. We view our school as being an integral part of the Mount Evelyn Community, with strong support from parents and the local secondary colleges. We have an extensive and extremely successful Transition Program which we believe orientates our new students and parents into the school. We have excellent relations with our local pre-schools and have regular contact. At Birmingham we strive to engage our students in meaningful learning and a variety of experiences. We ensure our students have a voice and have choice in their learning. We differentiate tasks to ensure we are meeting all student learning needs. We have a strong values program which permeates the whole curriculum, and these values are continually referred to in and outside the classroom. The culture of the school is extremely positive and supportive across all levels of the school. Most importantly, we are true to both our Vision and Mission Statements, created by our whole school community. These are constantly referred to by staff and students and are embraced by parents. These statements represent what we stand for, what we believe is important in education and we endeavour to live that vision when working with student's, the school community and beyond. Our 2026 focuses are: Student Wellbeing Writing Numeracy Digital Technologies 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 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 CLASSROOM AIDE RESPONSIBILITIES Support students with a diverse range of learning needs, including those experiencing cognitive, physical, sensory and medical difficulties, who require tailored assistance to achieve their educational potential, on an individual or small group basis within a mixed ability classroom setting. Extend talented students intellectually, creatively, socially and physically. Assist students with challenging behaviours in accordance with school policies, protocols and associated Behaviour Support Plans, under the guidance of relevant classroom teaching staff. Assist with the communication between students and teachers, particularly the interpretation of instructions. Provide proactive physical and emotional support for students as necessary. Assist with coordination and planning of student routines Participate in team meetings. Assist with the supervision of students in playgrounds, at camps, on excursions, in sporting activities and life skills. Assist in the preparation of student resources and equipment. Prepare basic curriculum support resources. Set up and put away equipment and materials in support of teaching programs. Observe students and draw the attention of the teacher to them where necessary. Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement. 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 (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via education.vic.gov.au 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values 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: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview 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 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 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 who are able to attest to the claims made in your application. 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.
