SC1 Demonstrated ability to work in a multi-faceted team, fostering effective relationships with external agencies and service providers and knowledge of a range of support services to children and families.
SC2 Demonstrated awareness and understanding of the issues encountered by children and the ability to work alongside and support those who are experiencing barriers to learning and getting along.
SC3 Demonstrated capacity for critical reflection and leadership in the Student Wellbeing area, providing advice to the Principal.
SC4 Highly developed communication and interpersonal skills and an ability to maintain comprehensive confidential case notes, and an ability to build strong family relationships.
SC5 Substantial experience in the development and implementation of programs and strategies that foster resilience in children and address their social, emotional and educational needs.
SC6 Demonstrated ability to effectively navigate unexpected challenges, demonstrating flexibility and resilience in meeting the evolving needs and circumstances of the school environment. Demonstrated capacity to contribute to the culture of a school.
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.
Responsibilities
Student Support
- Provision of counselling to students as required and where appropriate
- Provide high quality case management and support to students including creation of confidential case notes
- Keep thorough and extensive case notes to create transparency and accountability.
- Crisis management
- Provision of referrals to other support agencies where necessary
- Liaise and consult with relevant external agencies as required, including scheduling allied health services and partnership agency visits
- Working with key stakeholders both within and beyond the school community to support students to achieve their personal and academic potential
- Communicate with staff regarding student wellbeing, health, and safety concerns in a timely manner
- Document plans for students with consideration to wellbeing and safety strategies
- Engage in reportable conduct duties and emergency management procedures
Wellbeing Programs & Intervention
- Provision of positive school programs that promote student and staff wellbeing
- Support the school and teachers in the development of educational programs, particularly in respect to students with additional needs.
- Work with the Assistant Principals to support student's learning.
- Assist teachers to identify students facing difficulties with attendance, behaviour, and engagement, and to develop interventions and strategies
- Liaise with the Principal Team to discuss appropriate referrals and support
- Implement group sessions to support students at risk such us resilience, friendship, and anxiety
- Support of the Disability Inclusion Program.
- Contribute to the creation of Individual Education Plans (IEPs) as appropriate
- Contribute to Student Wellbeing Team¿s meetings for students who are funded through DI, have school support plans or student profiles
- Support whole school events (e.g., Harmony Day)
- Support the school's Breakfast Club program
- Actively seek out funding opportunities to build programs
- Administer State Schools Relief (SSR) referrals and programs
Whole School Support
- Work within the Wellbeing team to develop, implement and evaluate wellbeing programs, policies and processes that are consistent with the School's values and Department of Education policies and procedures
- Provide Professional Development and training to staff regarding wellbeing processes, guidelines, and response to needs
- Monitor and evaluate wellbeing programs and delivery
- Undertake other duties relevant to the field of responsibility as requested by the School¿s Leadership Team.
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
Applications must include:
1. A cover letter providing contact information including home address, email and phone number.
2. A CV with a summary of:
Experience
Qualifications
Subjects you are qualified or willing to teach
Working With Children Check (WWCC) number (Employee Type)
The names, email addresses and contact details of three referees
3. Your written responses to the Key Selection Criteria
For ease of handling by the school, all documents can be¿saved as one pdf and uploaded to Recruitment Online.¿ Please also ensure that your name is included in the header of each document.
All applicants should ensure that their personal profile on Recruitment Online is up to date
Applicants seeking further information about the school or this position, are encouraged to:
- Visit the Eynesbury Primary School website at www.eynesburyps.vic.edu.au
- Contact the Principal, Mrs Dawn Vassallo, prior to the closing date of applications on 8015 2900 or email [email protected]
- Applications can also be emailed directly to the school prior to the closing date at [email protected]
- 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
We are currently recruiting staff that are seeking a new professional opportunity within a dynamic and innovative school setting.
Located in the rapidly expanding suburb of Eynesbury, the school has a current enrolment number of 470 with further growth anticipated. The school occupies modern and architecturally designed facilities including two Learning Communities, a STEAM building, performing arts space and a competition-grade gymnasium.
We are a school focused on the academic, social, and emotional growth of all students, grounded in a culture of high expectations for all. We strive to ensure every child reaches their full potential in a supportive and engaging environment.
The school was founded in January of 2021 and caters for students and families living within the Eynesbury Township.
Our Commitment to Academic Excellence
Eynesbury Primary School delivers an outstanding education for every child in our care and does so through an emphasis on explicit and direct instruction across all learning areas. This is supported by a commitment to a literacy framework informed by the Science of Learning and Reading and the ongoing development and implementation of a knowledge-rich curriculum. This approach helps create self-aware, resilient learners who are prepared to take on challenges confidently.
Our Vision for Lifelong Learning
Our mission is to nurture lifelong learners. We aim to equip all students with the knowledge, skills, and traits essential for a lifelong love of learning, enabling them to engage with the world critically and confidently. Promoting curiosity, critical thinking, and a growth mindset, we empower our students to become active, informed members of society.
Collaboration and Community
We value genuine connections within, among, and beyond our school community, fostering strong, positive relationships with students and their families. This partnership is crucial to ensuring each child feels supported, valued, and empowered to excel.
School Values
At Eynesbury Primary School, staff, students and families work together to build positive learning environments. Our school values are Excellence, Integrity, Community and Kindness.
SWPBS
In 2025 we will commence implementation of the whole-school framework School-wide Positive Behaviour Support (SWPBS). It provides a research-based approach to promote positive behaviour at our school. The SWPBS approach has been developed from evidence and data, demonstrating the most effective ways to prevent and respond to major and minor behaviours, improve school culture and increase academic performance.
Eynesbury Primary School¿s Child Safety Code of Conduct
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 the Child Safe Standards. Eynesbury Primary Schools Child Safety Code of Conduct is available on the school¿s website. All successful candidates will be required to provide documentation outlining suitability to working with children.
This organisation promotes the safety, wellbeing and inclusion of all children, including those with a disability. Eynesbury Primary School also promotes the safety and wellbeing of Aboriginal children and encourages applications from Aboriginal peoples. This organisation promotes the safety and wellbeing of children from culturally and/or linguistically diverse backgrounds and encourages applications from people from culturally and/or linguistically diverse background.
Applicants are welcome to elaborate on experience they may have working with Aboriginal children and/or communities, children with disabilities and children from culturally and/or linguistically diverse backgrounds.
If you are interested in joining our amazing team of educators, are passionate about learning and student success, we¿d love to hear from you.
We encourage you to arrange a tour of the school with a member of our Leadership team. A copy of your application and key selection criteria can also be emailed to [email protected] , attention to the Principal.
