1. Student Relationships and Wellbeing
Demonstrated ability to develop positive, respectful and trusting relationships with primary-aged students and provide appropriate support to students experiencing social, emotional, behavioural or engagement difficulties within a Multi-Tiered System of Supports (MTSS).
2. Early Intervention and Problem Solving
Demonstrated ability to recognise emerging concerns, respond appropriately, implement practical strategies and know when to seek assistance or refer a student to an appropriate professional or service. Demonstrated understanding of strategies that promote student engagement, participation, inclusion, belonging and positive relationships within a primary school environment.
3. Communication and Family Engagement
Highly developed interpersonal and communication skills, including the ability to communicate respectfully and effectively with students, parents/carers and school staff. Demonstrated ability to work collaboratively as part of a school-based team and contribute positively to student support planning and wellbeing initiatives.
4. Professional Knowledge and Child Safety and Professional Practice
Demonstrated knowledge of child and adolescent development, inclusive, trauma-informed, culturally responsive and evidence-informed practice, including an understanding of tiered approaches to student support, the Victorian Child Safe Standards, and the Department of Education policices and procedures relevant to student wellbeing, engagement, inclusion and safety.
5. Initiative and Positive Approach
Demonstrated capacity to effectively manage competing priorities and an allocated caseload, work proactively, use initiative and develop practical programs and strategies that improve student wellbeing, engagement and connection to school.
Time fraction for Term 4, 2026 can be negotiated if required.
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.
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
Brunswick East Primary School (BEPS) is located about 6kms North of the Melbourne Central Business District. A total of 287 students were enrolled at this school in 2025.
Families are from a medium to high socio-economic profile with a very low socio-educational disadvantage profile. In general, our parents and carers are well-educated and employed in a range of academic, professional, and creative jobs. Many of our families live locally, in apartments or in houses on small blocks.
At BEPS, we pride ourselves on, and are recognised for the inclusive nature of our school and community. In 2025 we created our new School Strategic Plan which will guide our work over the next 4 years. As part of this process, we redefined our school values to Respect, Responsibility, Inclusion and Creativity. This process engaged students, staff and families to ensure it reflected our community. We also refined our school vision which is 'At Brunswick East Primary School we believe all students can thrive. As a school we are an inclusive community who pursues excellence and grows well rounded individuals.'
Teachers use the Victorian Curriculum 2.0 to guide student learning. Phonics is taught across P-2, within a 2 hour literacy block. BEPS uses the School Wide Positive Behaviour approach to support student wellbeing.
BEPS has 29 equivalent full-time staff, 2 Principal class, 17 teachers, 1 Business Manager, plus 9.5 Education Support Staff. All staff have a high level of commitment to the student¿s emotional development; academic growth; and professional learning, which is underpinned by current research, and best practice.
