Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Western suburbs
Reference: 1547260
Selection Criteria
SC1 Professional Knowledge and Experience
Demonstrated knowledge and experience in positive behaviour support and working with children or adolescents with disability and additional needs, including understanding factors that may influence behaviour, regulation, engagement and participation within an educational setting.
SC2 Observation and Reasonable Adjustments
Demonstrated ability to observe and analyse student behaviour within context, identify relevant functional and environmental factors, and recommend proactive, positive and evidence-based adjustments that support student engagement and participation.
SC3 Documentation and Disability Inclusion
Demonstrated ability to prepare clear and concise professional documentation outlining student functional needs, barriers, behavioural considerations and recommended supports. Knowledge of the Victorian Disability Inclusion Profile process, or the ability to quickly develop this knowledge, is desirable.
SC4 Communication and Collaboration
Demonstrated high level communication and interpersonal skills, with the ability to work collaboratively with students, school staff, families and other professionals to develop consistent and appropriate approaches to student support.
SC5 Organisation and Professional Practice
Demonstrated ability to work independently, manage competing priorities and maintain accurate professional records while providing proactive, evidence based and student-centred behaviour support within a school environment.
The Complex Behaviour Support ES will work under the direction of the Principal, Assistant Principal and Leading Teacher Secondary School to create a positive climate for learning focusing on the following:
Skills and Capabilities:
To be successful in this role, the employee needs to have the following skills and capabilities:
Dimensions of work include:
Responsibilities may include:
Qualifications
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
To ensure your success in this role you will bring the following demonstrated skills, experience and knowledge:
At our safe and supportive school we work in teams to support our staff and students to create meaningful life-long impact!!!
Manorvale Primary School was established in 1983 and is located on the Werribee River and situated on the site named after the Manor House owned by the Chirnside family. The Werribee River provided a boundary between the territories of the Woiwurong First Nations people to the northeast and the Wathawurrung to the southwest. The school is organised in straight year level structure.
The school is predominantly English speaking but also contains students from a range of cultural backgrounds including refugee and asylum-seeking families. 30% of students come from non-English speaking background including refugee students. 45 of our students are indigenous Australians.
Staffing profile consists of 24 Teaching Staff and 14 Education Support Staff.
The school continues to use and examine data to inform and guide teacher practice. The school is undergoing a transformation process where we have embedded the principles of the Science of Learning, guided by Rosenshine, and school wide operational expectations resulting in a calm and consistent learning environment.
The school is undertaking a $12.1 million capital works project to supply new buildings. At the 2026 student census the school had 290 students.
We are a mainstream primary school who welcomes all neighbourhood children to enrol and operates with an inclusive mindset to reduce barriers and provide access to learning. We are proud to foster a strong, inclusive school culture grounded in respect and explicitly teach the school values of Respect, Responsibility, Resilience, Aspiring. MPS strives for high academic achievement for all students and supports our teachers with developing learning sequences using the support of high-quality external materials such as Ochre, EMP, Corrective Reading Decodable Readers Australia, MulitLit & Maths Mastery. We are critical consumers of the resources we engage with and tailor their use to the needs of our students.
We are proud to have partnered with La Trobe University and the Momentum Project, Classroom Mastery and Bronwyn Ryrie-Jones in 2025 and in the future.
We are seeking team member who is enthusiastic about contributing to a school community that embraces innovation, continuous improvement, and a deep commitment to every learner¿s success, including our teaching team. The role for 2027 will focus on supporting the development of our teams in embedding high quality pedagogy which is aligned with our vision for our school.