Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1501709
Hazel Glen College is located in the City of Whittlesea, one of Melbourne's fastest growing municipalities. Hazel Glen College has an active and integral role in the ongoing development of the Doreen community hub.
The College commenced at the beginning of the 2014 school year with 143 students. Growth of the College was rapid, with the College growing to a current size of 2,200 students and 250 staff.
During 2025, the College has transitioned to a Kindergarten, Primary P-6 and Secondary 7 -12 model. A Child Family Centre, comprising, kindergarten, extended day care, playgroups, intervention services, maternal health centre and various other community service groups, co-located on the school site, creates an exciting and innovative early childhood education precinct.
The College vision, One College ¿ Everyone Matters, leads the direction for our community. It is the expectation of all staff across the College to guide students and develop skills, attitudes and values required to fully participate in the rich educational journey at the College and life in the 21st century.
Hazel Glen College enjoys outstanding physical resources that provides students with the best possible educational opportunities. The modern facilities and teaching and learning practice represent an exciting opportunity for students and parents and establishes the College's culture, values and nature.
Hazel Glen College is committed to the academic and personal growth of every student.
A focused curriculum, dedication to innovation and a culture of care and support, allows us to meet this commitment. A balanced and comprehensive curriculum constantly challenges students to extend their learning. In providing 21st Century teaching and learning, there is a strong focus on student agency in learning and a comprehensive STEAM education program across the College.
Our aim is to challenge students to be the very best they can be and importantly, assist every student to reach their potential. Teaching the skills needed for a fulfilling life in the 21st Century, and supporting a love of learning that goes well beyond the classroom, is actively embraced by our College.
SC 1 Proven ability to deliver welfare services to students and the whole school community.
SC 2 Proven ability to develop and implement programs, in the college that foster resilience and address the
social, emotional and educational needs of students At Risk .
SC 3 Ability to design, deliver or facilitate professional development/ information session for teachers, students and
parents.
SC 4 Ability to undertake individual support including counselling and case management for students and their
families and to work with external support agencies.
SC 5 Highly developed communication and inter-personal skills, including the ability to work as the member of a team and to liaise effectively with a wide range of people within the educational community.
1. Lead preventative educational programs.
2. Lead programs in liaison with Assistant Principals, Student Engagement and Wellbeing.
3. Supportive intervention for individual students where required.
4. Support Middle and Senior School 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 Leader will oversee and lead the student well-being program in order to build positive
relationships with all students. The Student Wellbeing Leader will have detailed knowledge of the Student
Engagement Policy and support staff to utilize it most effectively for all students.
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 employees¿ position
or involves supervision of students individually or in small groups, in controlled circumstances, where the
responsibility for students remains clearly with a teacher.
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.