Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Education and training
Location: Loddon Mallee - Mount Alexander
Reference: 1518927
Key Selection Criteria
KSC1. Demonstrated qualifications and experience in youth work, counselling, social work, psychology, community services or allied health, with experience supporting the wellbeing, engagement and learning of young people, preferably in a secondary school setting.
KSC2. Demonstrated capacity to provide effective, evidence-based wellbeing support, including conducting risk and needs assessments, implementing targeted interventions, and providing individualised case management for students with complex needs.
KSC3. Demonstrated knowledge of the social, emotional and mental health needs of young people and the ability to work within school-based wellbeing frameworks, including coordinating referrals and liaising effectively with families and external services.
KSC4. Highly developed communication and interpersonal skills, including the ability to build effective relationships with students, parents/carers, staff and external professionals, and to work collaboratively as part of a multidisciplinary team.
KSC5. Demonstrated commitment to child safety, professional ethics and confidentiality, and the capacity to contribute to whole-school wellbeing initiatives that support inclusive, safe and supportive learning environments.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
Strategic Planning & Data-Informed Practice
Contribute to the development and review of wellbeing policies and operational practices.
Tiered Support & Case Management
Lead responses to critical incidents and debrief students and staff.
Staff Support
Provide feedback loops and relevant updates to staff regarding student needs.
Partnerships & Community Engagement
Support grant applications and external funding opportunities aligned with wellbeing goals.
Prevention & Promotion
Any other duties as directed by your line manager or the principal.
Please note: The above statements are intended to describe the general nature and level of work being performed by the position. They are not intended to be an exhaustive list of all responsibilities and activities required of the position.
Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position.
Applicants must hold relevant tertiary qualifications in youth work, social work, psychology, counselling, community services or a related allied health discipline. Demonstrated experience supporting the wellbeing of young people, preferably within a secondary school or similar setting, is highly desirable.
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
Our college values of Aspiration, Respect and Empathy define Castlemaine Secondary College¿s (CSC) positive learning culture. All students are encouraged to achieve their personal best while developing awareness of the community around them and engaging with others in ways that build positive, respectful relationships.
At Castlemaine Secondary College, we maintain high learning expectations for both staff and students. We actively promote emotional and physical wellbeing, fostering a resilient and inclusive community of learners who feel connected, supported and inspired to succeed.
From 2026, CSC will operate through a Year Level Model designed to strengthen connectedness, wellbeing, and academic achievement. Students will belong to one of four Sub-Schools, each with a dedicated Sub-School Leader and Year Level Leaders who provide targeted support and leadership:
This structure ensures that every student is known, valued, and challenged at each stage of their educational journey, with clear transitions and strong support networks throughout their time at CSC.
Five key frameworks underpin our vision for high-quality teaching and learning:
Our SWIM provides clarity and consistency for both staff and students, outlining the high expectations that guide every classroom. Teachers are supported to be lifelong learners who continually refine their practice to meet the needs of all students.
The BSEM underpins our relational and wellbeing focus, requiring staff to demonstrate unconditional positive regard for all students at all times. BSEM strategies are embedded within our SWIM to ensure learning environments that are calm, predictable, and rigorous.
Through SWPBS, we explicitly teach and acknowledge our college-wide expectations, promoting a culture of respect, safety, and engagement in all areas of the school.
Enhancing literacy and numeracy remains a central focus at CSC. Strong foundational skills in these areas empower students to access the full curriculum and pursue diverse future pathways. Success in literacy and numeracy is a shared responsibility between the college, students, and families.
Castlemaine Secondary College continues to invest in creating learning environments that reflect our culture of Aspiration, Respect, and Empathy.