Learning Mentor

About this role

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 31.25 hours per week. 8.45am to 3.15pm excludingThursday, attendance is required at after-school meetings. 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 Responsibilities may include: • Provides routine support for teachers including assisting with planning of student routines • 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 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 (see Workplace 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) via [email protected] 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: 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 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 Matthew Flinders Girls Secondary College (MFG) empowers girls and enables excellence. We are a secondary college that provides young women with the knowledge, confidence, and opportunities to pursue their aspirations and make a positive contribution to the world around them. We are one of eight girls-only government secondary schools in Victoria, and the only girls-only provider outside metropolitan Melbourne. Our foundation stone was laid in 1856, and we remain a proud, long-standing part of Geelong's education landscape. Some of our current students are third-generation members of our school community, and our alumni network continues to grow. Our Vision We are a high-performing government secondary school serving Geelong and the broader region, and we believe strong academic outcomes give students the best opportunity in life. Academic excellence is not incidental to our work; it is a driver of social equity. We hold high expectations for every student because we know that what happens in our classrooms has the power to change life trajectories. We pursue academic excellence through a commitment to instructional excellence, ensuring students experience high-quality teaching, a coherent curriculum, and the support they need to succeed. Every student is known, valued, and supported through strong relationships, expert wellbeing staff, and targeted responsive support. Where additional support is required, we work closely with students, families, and external services to ensure students have access to the right support at the right time. Our wellbeing structures are designed in service of students being ready, engaged, and able to learn. Our Staff Our staff are committed to improving outcomes for every student through deep subject expertise, thoughtful curriculum design, and high-quality instruction. Effective teaching depends on teachers holding deep and interconnected knowledge of their subject area, not just familiarity with content. At MFG, we take curriculum design seriously to ensure every subject is coherent, knowledge-rich, and carefully sequenced. We think deliberately about instruction to make the best use of learning time and ensure students learn the curriculum as intended. We use assessment intentionally to understand our impact as teachers, identify where students need additional support, and inform what comes next. This work is led within subject areas, where authentic collaboration on curriculum, instruction, and assessment is prioritised. Our staff are collegiate, supportive, and committed to continual improvement. We know and value every student, and we know and value every member of our staff. We are committed to a professional culture where colleagues support one another, share expertise, challenge thinking, and work together to continually improve their practice. Our Community Our school is centrally located within Geelong's business, arts, and sporting precincts, with excellent access to public transport. While many students come from the immediate area, a significant number travel from Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee, and Anakie, with students enrolling from more than 50 feeder primary schools over the past five years. Our students come from a diverse range of cultural, socio-economic, and family backgrounds, creating a vibrant and inclusive learning community. Our Students MFG students are confident, curious, and prepared to have their voices heard. As a girls-only school, students are encouraged to participate fully, take on leadership opportunities, challenge ideas, and contribute positively to their community. Student leadership at MFG is rich, authentic, and visible across the College. Students lead through a broad range of roles, including School Captains, Environment Captains, Community Captains, Diversity Captains, House Captains, Junior School Council, and a range of student-led initiatives and events. Students are encouraged to identify the issues that matter to them, contribute to their community, and tell their own stories. We empower students to develop the knowledge, confidence, and skills to pursue excellence, advocate for themselves and others, and make a difference beyond school. Co-curricular Life MFG offers a co-curricular program that provides students with opportunities to develop their interests, strengths, leadership skills, and connections beyond the classroom. Instrumental Music is a key part of our co-curricular program, with students able to learn voice, percussion, drums, woodwind, brass, guitar, and keyboard. MFG is also home to the Sweethearts, a renowned all-girls neo-soul band that performs regularly in professional settings across Australia and internationally. Our community garden reflects the school's commitment to the permaculture principles of Earth Care, People Care, and Fair Share. Students participate in urban agriculture, growing organic produce to share with the local community, and engage in environmental engineering projects, including the construction of tiny houses using recycled materials. Students are active members of a proud sporting community, with strong participation across a broad range of interschool and representative opportunities. As a girls-only school, MFG provides an environment where every student is encouraged to participate, build confidence, and pursue excellence in sport. In 2026, our students were crowned State Cross Country Champions.