Ongoing Flexible Learning Option (FLO) Education Support

Job Details

Job ID: 1482831

Location: Melton Secondary College [Multiple Location Campus]

Department: Melton Secondary College

Role Type: Teacher Aide

Full/Part Time: Full-Time

Ongoing/Fixed Term: Ongoing

Classification: Ed Support Level 1-Range 2

Apply By: 07/20/2025

Location Profile

Melton FLO (Flexible Learning Options) cater for secondary school students who are disengaged, or at risk of disengaging, with mainstream schooling within the Melton and Brimbank area of Victoria, where student referrals are received directly from these secondary schools. The key objectives of our FLO programs are to support and re-engage students with positive learning experiences in an alternative flexible education setting to improve their literacy, numeracy, and personal development and to re-engage with mainstream education, or transition into further education, training and/or employment.

Melton FLO offers three accredited re-engagement FLO programs:

• CaLM (Community and Learning Melton) 
• FLIP (Flexible Learning Intervention Pathway)
• Victorian Pathways Certificate (VPC)

The CaLM campus located in Kurunjang, Victoria, is registered as a campus of Melton Secondary College with all FLO programs operating within Department of Education Victoria policies, procedures, and guidelines.

The CaLM and VPC programs operate out of the CaLM campus located in Kurunjang, Victoria whereas students within the FLIP program have a blended learning timetable where they study online from home and are also provided face to face education support at the Melton Library and the CaLM campus. The CaLM program caters for up to 35 students from year 7-10 and FLIP caters for up to 60 year 7-10 students. The VPC is offered for up to 15 Melton FLO students. Many FLO students have experienced a degree of trauma and present with learning difficulties, social, emotional, and mental health issues, low attendance, and challenging behaviours. 

The Melton FLO programs have a team of highly trained staff including a Campus Principal, three Leading Teachers, eight teachers, three Education Support staff, a Wellbeing Coordinator, a Transitions and Pathways Advisor, an Education Support Leader, and an Administration Assistant. 

The FLO programs aim to support students to re-engage with mainstream education or follow a positive pathway into further education or training. It is personalised and aligned with the year 7-10 Victorian Curriculum and supported by a therapeutic approach based on the Berry Street Education Model. Onsite class sizes are small, and the academic program consists of literacy, numeracy, personal development, health, sport, nutrition, arts, music, technology, pathway planning and work-related skills. FLIP Melton is an online personalised program which seeks to reconnect students with learning, to engage them as leaders of their own learning and to help them achieve the learning and personal goals they negotiate through and directly with their Learning Mentor (VIT registered teacher). 

Vision: At Melton FLO we are committed to providing all students an engaging, empowering, and inclusive learning environment where they feel safe, respected and can achieve their personal best - academically, emotionally, and socially. 

Safety:

We prioritise the physical and emotional safety of all members of Melton FLO by creating and maintaining an inclusive learning environment where everyone feels protected from harm, bullying, discrimination, and any form of violence.  

Safety enables everyone to feel comfortable without fear or judgement of individual needs. 

Respect:

We respect ourselves, others, and our environment by showing kindness and acceptance towards the opinions, backgrounds, and unique abilities of all members of Melton FLO.

Respect is demonstrated by considering shared spaces, resources, and expectations. 

Personal best:

We encourage all members of Melton FLO to continuously challenge, reflect and persist in reaching our personal best. 

Personal best is developing and enhancing ourselves emotionally, socially, and academically. 

Melton FLO staff purpose

The Melton FLO team exists to develop others to enable student growth.

Our overarching school goal is to further develop a learning environment that engages students in their own learning and supports the development of positive wellbeing and behaviours. Our school vision of `At Melton FLO we are committed to providing all students an engaging, empowering, and inclusive learning environment where they feel safe, respected and can achieve their personal best ¿ academically, emotionally, and socially¿ recognises that young people need both access to high levels of academic learning as well as social and emotional learning as described in the Capabilities of the Victorian Curriculum. Students will develop these capabilities when the explicit teaching of positive behaviours and mindsets occurs throughout the curriculum and daily interactions with staff. Students will feel safe, respected, and valued to perform at their personal best when the FLO structures and processes supports the delivery of this curriculum, routine positive interactions and feedback and a strong Student Voice. Students will feel greater ownership of their learning when they are provided with high quality feedback and student progress data and the opportunity to regularly engage in goal setting and reflection.

Our agreed staff behavioural framework

At Melton FLO, all staff:

• Support each other
• Have genuine conversations
• Seek to understand
• Commit to action
• Share information

Further information is available from the Campus Principal, David Reid on 0422 116 971

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

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents/carers
• 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
• Support the teachers, support staff, and other relevant stakeholders to implement strategies and support plans effectively and ensure consistency across classrooms
• Contribute and be a member of specialised teams to support the learning and wellbeing outcomes of students with a disability and additional needs
• Assist with planning of student routines
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Communicate with teachers about routine matters
• Assist in the development of appropriate social skills with students and assist them to communicate their needs, encouraging independence. 
• Modify classroom program for individual child (in consultation with the teacher)
• Plan and/or prepare appropriate work/activities in consultation with teacher.
• Engage the students in learning skills
• Communicate with student/s to support comprehension of basic tasks and information. 
• Act as a clarifier for students
• Assist students to communicate their needs
• To support students with disabilities and assist in the provision of adjustments
• Provide basic physical and emotional care for students
• Encourage student independence 
• Assist with the supervision of in the yard as required
• Attend and assist with supervision for incursions and excursions 
• Deliver support programs under the supervision of teachers
• Attend Student Support Group (SSG) and Disability Inclusion (DI) meetings if required
• Maintain resource provision in the classroom in consultation with teacher and Administration Assistants 
• Update and maintain information on our student management system (Compass) and inform colleagues of individual student needs, assessments, and recommendations 
• Maintain a confidentiality of information to ensure the rights of the student and parents/ carers are protected
• Attend team meetings and staff meetings as required
• Other duties as required by the Campus Principal 

Additional Information

• The role is a fulltime onsite position located at the Melton FLO CaLM Campus in Kurunjang, with potential education support required at Melton Library for FLIP Drop-In sessions with students on Tuesday mornings.
• Hours of work are 8:30am-4:36pm Monday to Friday

Who May Apply

Required

• Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
• Current Working With Children Check -Employee.

 Desirable

• Qualifications in Certificate III and/or IV in School Based Education Support or equivalent experience.
• Experience working with at risk secondary school aged children and have had training and/or are familiar with trauma informed practices. 
• Experience working in a special school and/or flexible learning program

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 marrung@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

Please ensure that your application includes:

• a cover letter and 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