Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Hume - Mitchell
Reference: 1532407
SC1. Student Wellbeing and Program Delivery
Demonstrated experience in planning, coordinating, and delivering proactive wellbeing programs, group interventions, and support strategies that promote student engagement, resilience, emotional regulation, and positive behaviour.
SC2. Behaviour Management and Student Support
Demonstrated ability to support students with social, emotional, and behavioural needs through positive behaviour support strategies, restorative practices, and evidence-based interventions.
SC3. Trauma-Informed Practice and Wellbeing Frameworks
Knowledge and experience in trauma-informed practice and the implementation of school-based wellbeing and behaviour frameworks such as School-Wide Positive Behaviour Support (SWPBS), Respectful Relationships, Berry Street Education Model, or similar approaches.
SC4. Counselling and Intervention Skills
Demonstrated ability to provide individual and small-group support, mentoring, coaching, and early intervention strategies for students, with a focus on wellbeing and learning engagement.
SC5. Communication and Collaboration
Highly developed communication and interpersonal skills, with the ability to build positive relationships and work collaboratively with students, families, teaching staff, leadership teams, and external agencies.
Key Outcome
The role contributes to improved student wellbeing, engagement, attendance, and behaviour outcomes through proactive intervention, collaborative partnerships, and the delivery of high-quality support services that enable all students to participate successfully in school life
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
Broadford Primary School is situated in central Victoria, eighty-seven kilometres north of Melbourne. The school was established in 1873 and is seen as a key element in the life of the Broadford community. The school currently has an enrolment of 335 students with 14 classrooms and offers 3 specialist programs delivering instruction in Performing Arts, Visual Arts and Physical Education.
Our school is committed to maximising student engagement with a strong grounding in the key learning areas with a particular focus on literacy and numeracy. We are also committed to developing a wide range of opportunities for our students to engage in beyond the classroom such as sport, drama, camps and excursions
Using the School-wide positive behaviour support (SWPBS) framework we provide a dynamic learning community that provides structured learning to enable students to reach their potential in a safe, supportive and friendly environment. We have a strong emphasis on instilling our school values and expectations of Respect, Responsibility, Resilience and Readiness to Learn.
Broadford Primary School encourages all of our children to become independent learners and to develop their leadership skills. Our school motto is `Believe in Yourself" and our aim is for all our students to achieve their full potential and to prepare them to thrive in a rapidly changing world.
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.