Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1528748
SC1 Demonstrated ability to support the wellbeing needs of students and contribute positively to the wider school community.
SC2 Demonstrated ability to assist in the development and implementation of programs that promote resilience and support the social, emotional and educational needs of students at risk.
SC3 Ability to support, coordinate or assist in the delivery of information sessions and wellbeing initiatives for teachers, students and parents.
SC4 Ability to provide individual student support, assist with wellbeing and case management processes, and work collaboratively with families and external support agencies.
SC5 Highly developed communication and interpersonal skills, including the ability to work collaboratively as part of a team and build positive relationships within the educational community.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
1. Support preventative educational programs.
2. Support programs in liaison with Assistant Principals, and Head of Wellbeing.
3. Supportive intervention for individual students where required.
4. Support Secondary Years Leaders, Year Level Leaders in their wellbeing work with specific students.
5. Inform colleagues where required of individual student needs.
6. Liaise with appropriate outside agencies to assist students and their families who are experiencing difficulties which adversely affect student learning and attendance.
The Student Wellbeing Support Officer will assist in supporting the student wellbeing program to help build positive relationships with all students. The Student Wellbeing Support Officer will demonstrate sound knowledge of the Student Engagement Policy and Child Safety Guidelines and work collaboratively with staff to support their effective implementation for all students.
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
Link to Hazel Glen College Child Safe Code of Conduct
https://www.hgc.vic.edu.au/policies/
Applications should include:
Please attach application containing the following:
1. A cover sheet providing the name of the applicant, record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position
2. Specific Key Selection Criteria response
3. A CV with a summary of experience and qualifications
4. The names, email address and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
Hazel Glen College is located within the City of Whittlesea, one of Melbourne¿s fastest¿growing municipalities, and plays an active and integral role in the ongoing development of the Doreen community hub.
The College opened its doors at the beginning of 2014 with 143 students and 14 staff. Enrolment growth was rapid in the first 7 years and has now levelled, with the College now supporting a student population of approximately 2,200 students from Kindergarten to Year 12 with approximately 250 staff.
In 2025, Hazel Glen College transitioned to a Kindergarten, Primary (P¿6) and Secondary (7¿12) model, strengthening its commitment to a seamless and comprehensive K¿12 educational pathway. A Child and Family Centre, co¿located on the school site, further enhances this model. The Centre includes kindergarten, extended day care, playgroups, early intervention services, a maternal and child health centre, and a range of allied community services, creating a dynamic and innovative early childhood education precinct.
The College vision, One College ¿ Everyone Matters, underpins all aspects of our work and provides clear direction for our learning community. All staff are committed to guiding students to develop the skills, attitudes and values required to fully engage in their educational journey at Hazel Glen College and to thrive and reach their full potential in life in the 21st century.
Hazel Glen College benefits from outstanding physical resources that support high¿quality teaching and learning. Contemporary facilities and modern learning environments enhance student engagement and achievement, while also reinforcing the College¿s culture, values and identity.
The College is deeply committed to the academic, wellbeing and personal growth of every student. This commitment is realised through a focused curriculum, a strong culture of care and support, and a dedication to innovation, creativity and building strong connections with every student for them to reach their full potential. Students are encouraged to take responsibility for their attitudes to learning, behaviour and consistent efforts to grow through the many opportunities available both in and outside the classrooms.
We aim to challenge every student to be the very best they can be and, critically, to support each learner to reach their individual potential to fulfil their goals and dreams post-schooling. Hazel Glen College actively embraces the teaching of skills, holistic life skills necessary for a fulfilling and meaningful life in the 21st century, fostering a love of learning that extends well beyond the classroom and local community.