Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1520217
SC1 - Demonstrated experience supporting student wellbeing initiatives that promote positive social skills, emotional regulation, and inclusive participation in school activities.
SC2 - Proven ability to model and scaffold best practice behaviour support and student engagement strategies within the school/classroom setting
SC3 - Experience providing respectful and structured support for personal care and daily routines, with a focus on maintaining dignity and developing students¿ independence, personal, and social capabilities.
SC4 - Strong interpersonal and communication skills, including the ability to collaborate effectively within a team, build rapport with students and staff, and support the delivery of wellbeing programs.
SC5 - Demonstrated flexibility and initiative in supporting students across various school settings, including group activities, transitions, unstructured times, and alternative learning spaces.
SC6 - Demonstrated experience working in a special education setting or working with students with additional needs
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Key Responsibilities ¿ Behaviour Support
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
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
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
Marra School is a brand-new dual-mode special school based in the North West in Kalkallo. The school opened in January 2026 for students with a mild-profound intellectual disability, aged 5 -18 years old. The school currently has 125 students, moving towards a peak enrolment of 250 students in future years.
The school has been designed to help meet increasing enrolment demand from a growing local population. It will help students get high quality education close to home. The school comprises of two learning neighbourhoods, an administration and library building, and a multi-purpose building including rooms for music, drama, food tech, fitness and a canteen. There are also dedicated outdoor spaces including hard courts, play spaces, a sports field and staff car parking.
Marra School is a fully inclusive environment, with the students, families, staff and school at the heart of this vibrant community. We are looking for highly motivated staff who understand the complex needs of our incredible students and who embrace the school motto Strength in diversity¿. The school vision Aspirational education ensuring wellbeing and learning growth for all students also partner with our three school values of Bravery, Resilience and Respect. Staff at Marra need to demonstrate these three values in their educational approach ensuring that they act with kindness, compassion and integrity and are willing to see beyond the barriers often in place for our students.
We are looking to appoint an incredible individual to the role of Behaviour Support. This role has been created due to the complex behavioural needs of the students in our setting. The Behaviour Support role will be part of a response team to respond to challenging and complex behaviours, whilst also setting up proactive supports to deepen and strengthen student and staff capacity. We are looking for someone who has an understanding of trauma informed practice, and who also has experience with students with a range of disabilities.
If you have any questions or would like to find out more about this great opportunity, please contact the Principal, Lindsey Delooze for more information: [email protected]