SC1. Demonstrated ability to identify student needs and implement appropriate supports, including behaviour support plans, attendance and engagement plans, Individual Education Plans, return-to-school plans, counselling and risk assessments.
SC2. Demonstrated interpersonal and communication skills, with the ability to establish and maintain positive and collaborative relationships with students, parents/carers, staff and the wider school community.
SC3. Demonstrated experience in maintaining accurate student records, case notes, assessments, reports and care plans, including psychological assessment and testing.
SC4. Demonstrated ability to work independently, seek supervision and guidance when required, and provide professional advice to staff regarding student wellbeing and support needs.
SC5. Demonstrated high-level oral and written communication skills, including the ability to communicate assessment outcomes and prepare clear, professional reports and documentation.
SC6. Demonstrated capacity to contribute to funding applications and Disability Inclusion processes for students requiring additional support, including completing relevant assessments and providing supporting information and recommendations.
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.
Provide psychological support, assessment and intervention to students in accordance with individual needs and within professional scope of practice.
Conduct, score and interpret relevant psychological and standardised assessments, including cognitive, educational, behavioural, developmental and social-emotional assessments.
Provide psychological reports, feedback and recommendations to support student learning, wellbeing, engagement and inclusion.
Provide relevant 1:1 therapeutic intervention and targeted support to students, where appropriate.
Develop, deliver and facilitate wellbeing, social-emotional learning and targeted intervention programs for individual students, small groups and cohorts.
Work collaboratively with the Disability Inclusion Coordinator, wellbeing team, Leadership Team and teaching staff to identify and respond to student wellbeing, learning and developmental needs.
Provide specialist advice and recommendations to support Tier 2 and Tier 3 processes, interventions and practices, and monitor their effectiveness.
Contribute to the identification, assessment and planning of appropriate supports for students with additional learning, wellbeing, behavioural or developmental needs.
Contribute to Disability Inclusion processes and funding applications for students requiring additional support, including completing relevant assessments, gathering supporting information and providing professional recommendations.
Liaise with parents/carers regarding student assessment, wellbeing, intervention and recommended supports.
Work collaboratively with external service providers, allied health professionals and agencies, where appropriate, to support student outcomes.
Apply professional knowledge and judgement to support the development and implementation of school-based wellbeing, inclusion and intervention practices.
Maintain current knowledge and practice of Department of Education policies, procedures and frameworks, including Disability Inclusion, SWPBS, Restraint and Seclusion, OHS Guidelines and Child Safe Standards.
Maintain accurate and confidential professional records, assessment documentation and case notes in accordance with relevant legislation, Department requirements and professional standards.
Maintain professional learning, ethical practice and registration requirements in accordance with AHPRA and relevant professional bodies.
Contribute to the review and improvement of wellbeing, intervention and support practices across the school.
Undertake other duties consistent with the responsibilities of the role.
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
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Located in Noble Park, Wallarano Primary School serves 560 students and reflects a rich cultural diversity, with more than 40 nationalities represented. Seventy-three per cent of students come from non-English-speaking backgrounds, and 1 per cent identify as Aboriginal or Torres Strait Islander. The school operates within a high Student Family Occupation and Education band, with 32 per cent of families accessing the Camps, Sports and Excursions Fund.
Guided by the vision Teach, Transform, Inspire and Nurture, Wallarano Primary School promotes a culture of achievement, ambition and continuous improvement. The curriculum is designed to foster lifelong learning, develop local and global citizenship, and equip students with the skills and capabilities required to succeed in a rapidly changing world. Digital technologies are embedded across learning areas to enhance engagement and develop essential skills for the future.
A strong focus on STEM provides students with hands-on learning opportunities in robotics, coding, podcasting, virtual reality, design thinking and inquiry-based learning. In 2024, a collaborative review of the school¿s core values, involving students, families and staff, led to the refinement of four key values: Respect, Kindness, Teamwork and Safety. These values are explicitly taught and underpin all aspects of school life, supporting a positive, inclusive and respectful school culture.
Purpose-built facilities further support high-quality teaching and learning. Specialist spaces include STEM and Digital Technologies areas, Visual and Performing Arts rooms, a multi-sensory room, two BER buildings, a library, Hall/Gymnasium and flexible learning environments. Outdoor facilities include upgraded shade structures, acrylic turf courts, the Walla Play Village, a sandpit billabong area, and junior and senior playgrounds. Before and After School Care is also provided onsite, supporting families and contributing to the school¿s inclusive approach.
Wallarano employs 52 teachers (37 EFT), three Principal Class Officers, four learning specialists and 35 Education Support staff. The school also has an applied health team consisting of a full-time school psychologist and part-time speech pathologist and occupational therapist. A comprehensive integration program and Individual Education Plans provide tailored support for students with additional learning and support needs, ensuring that every student is supported to participate, engage and achieve.
This commitment to student wellbeing, inclusion and achievement is reflected in the strong level of parent satisfaction at Wallarano. The 2025 Parent Opinion Survey demonstrated that 93.4 per cent of respondents provided positive feedback about the school, significantly above the state primary school average of 82 per cent.
