Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1506902
The school must enter Selection Criteria as developed by the school for Education Support positions at this level and range. Delete this statement as part of that process.
[Attendance requirement for this position]
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.
A current Working with Children Check (Employee) must be obtained prior to commencement.
Model the College values and contribute to a positive, inclusive, and supportive school culture.
Provide individual and group counselling to students experiencing social, emotional, or family challenges.
Conduct assessments to identify barriers to learning, attendance, and engagement, and develop targeted support plans.
Support students through trauma, grief, and significant life changes using evidence-based interventions.
Build strong partnerships with families and connect them with relevant community and external support services.
Participate in Student Support Group (SSG) meetings, transition planning, and multidisciplinary case discussions.
Deliver proactive wellbeing and early-intervention programs, aligned with the School Wide Positive Behaviour Support (SWPBS) framework.
Provide immediate support during crises, including risk assessments, safety planning, and coordination with leadership and external agencies.
Maintain high-quality case notes and documentation in line with professional, ethical, and legislative requirements.
Collaborate with teachers and staff to embed social-emotional learning, trauma-informed practices, and wellbeing strategies across the College.
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
School Profile
Meadows Primary School is committed to providing an environment for learning and personal development. We continue to nurture well-rounded individuals who can contribute positively to society whilst embedding our school vision throughout the community. Our vision reads: We are responsible, respectful and resilient. Meadows Primary School¿s values are Respect, Resilience and Responsibility. We have Respect for ourselves and others. We are Resilient when faced with challenges. We are Responsible for our learning, our actions and our belongings.
Meadows Primary School has a history rooted in the merger of Meadowbank Primary and Campmeadows Primary Schools in 2009. We are located in a well-established area of Broadmeadows in the North-West Victorian Region (NWVR). Meadows Primary School boasts beautiful grounds, a Twenty First Century Learning Centre with 10 classrooms, modern facilities and a sensory room. We have a large spacious library, dedicated AUSLAN room and Art room that all interconnect with our Years 3/4 composite classes and four Year 5/6 composite classes. The school runs four Specialist classes being Physical Education, Visual Arts, AUSLAN and STEM. Each classroom and meeting space has a TV screen, classroom sets of laptops for the Year 3-6 cohorts, while Foundation to Year 2 students have class sets of iPads as digital devices.
The school prides itself in being a true school community with both a kindergarten and Community Hub onsite providing numerous benefits to our school community. Our Community Hub offers Playgroups, access to services such as Maternal Health Care Nurse, community activities and runs our whole school free Breakfast Club three morning a week from our fully equipped kitchen. Our Kindergarten, which is run by Northers Schools Early Years Cluster, in response to community need shows the number of three and four year old playgroups is increasing. The Community Hub and Kindergarten makes Meadows Primary School a Birth to Year 6 school and provides positive opportunities for transition and connection to school. Meadows Primary School prides itself as being inclusive and community focused.
In addition to three Principal class employees (one Principal and two Assistant Principals), the school currently has three Learning Specialists. The school employs a school Chaplain over four days and two social workers that make up the wellbeing team. They provide one to one counselling to students identified as requiring tier 3 supports.
An enrolment of 265 students was recorded for 2025 on Census day, of which 46% identified as male and 54% as female. Meadows Primary School is proudly multicultural having 33 language backgrounds other than English with 79% of students recognised as English as an Additional Language (EAL) learner. Likely Refugee background (6%). Students with a disability identified by the Nationally Consistent Collection of Data (NCCD) was 38% and 24 of our students receive funding through the Program for Students with a Disability. Our students are identified as being disadvantaged and the School Family Occupation and Education Index (SFOE) is at 0.5958 falling into the high range.
A Multi-Tiered Support System (MTSS) is implemented when supporting the wellbeing of students at their point of need. A referral pathway is followed and targeted one to one intervention in place for students identified in tier, while students in tiers 1 and 2 are supported with small group, differentiated and universal support programs and strategies. Staff are trained in the trauma informed approaches founded on the Berry Street Education Model (BSEM). A multi-disciplinary team of Allied Health and Wellbeing professionals are based onsite and provide responsive support and the necessary expertise that promotes student access to the curriculum and the successful attainment of the Individual Education Plan goals.
Meadows Primary School is committed to keeping abreast of current educational trends. Staff engage in professional learning in line with the school¿s strategic directions with the intent to build teacher capacity and improve student learning outcomes in literacy and numeracy, and wellbeing. We will undertake a school review this year and engage with the Intensive School Support Initiative to improve student outcomes in both learning and wellbeing. There is a strong focus on improving student outcomes in literacy and numeracy by building teacher capability in understanding the new 2.0 Englis/Maths curriculum, strengthen assessment practices and differentiate the learning for all students. The school is also engaged with the regional Disability Inclusion Educational Improvement Leader (DI EIL) to begin working with the students and teachers on improving student wellbeing, including increasing voice and agency and an understanding of the Disability Inclusion Model. Teachers work in Professional Learning Communities to plan, using student learning data to drive the planning.