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Demonstrated knowledge and experience implementing Tier 1 practices aligned to SWPBS in classroom settings.
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Proven ability to model and scaffold best-practice behaviour support, classroom routines, and student engagement strategies.
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Experience supporting personal care and toileting programs with dignity and structure, while building others capacity to do the same.
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Strong interpersonal and communication skills, including the ability to mentor, coach, and collaborate within a team.
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Flexibility and initiative in managing dynamic classroom environments and structured group transitions.
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Demonstrated experience working in a special education setting or working with students with additional needs.
Hours of work for this position are Monday to Friday 8:30am to 4:36pm.
There is an attendance requirement of 6 days per year during school holiday periods. A leave purchase allowance is paid for this attendance.
This is not just a classroom support role, it is a strategic capacity-building position designed to strengthen classroom practice, improve consistency, and uplift the capability of staff across the school.
The Education Support Staff (ESS) Level 1.3 will be embedded in identified priority classrooms for a minimum of one term (and up to four terms), working in close partnership with teaching teams to implement high-quality School-Wide Positive Behaviour Support (SWPBS) and Tier 1 strategies.
The primary focus of this role is to model best-practice routines, establish strong engagement strategies, and support classroom staff through real-time feedback, coaching, and collaborative reflection. Using a gradual release of responsibility model, the ESS will scaffold classroom teams toward sustained and independent implementation of consistent, inclusive practices.
Key elements of the role include:
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Modelling and embedding SWPBS-aligned classroom routines and structures.
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Leading the implementation of toileting and personal care programs with dignity and structure.
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Supporting re-engagement plans for individual students and modelling strategies for managing transitions and group-based learning.
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Building the capacity of classroom staff to sustain effective, consistent practice through mentoring, feedback, and reflection.
This position is ideal for an ESS who thrives in dynamic, high-need environments, enjoys working collaboratively with others, and is committed to fostering inclusive, structured learning environments that benefit both students and staff
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.
Key Responsibilities
Model and Embed Tier 1 Practices:-
Demonstrate and support the implementation of SWPBS-aligned routines, expectations, and reinforcement strategies.
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Co-establish predictable classroom structures with the teacher, using visual supports and evidence-based strategies.
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Capacity Building Through Modelling:
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Lead by example in managing transitions, engagement strategies, and behaviour expectations.
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Provide real-time support and feedback to classroom staff to build confidence and consistency in practice.
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Implement Re-engagement Strategies:
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Contribute to the planning and implementation of student-specific re-engagement approaches, in collaboration with wellbeing, therapy, and classroom teams.
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Support data collection and reflection processes to inform ongoing support plans and adjustments.
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Deliver and Transfer Personal Care and Support Programs:
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Implement intensive toileting and personal care programs in line with student care plans, while modelling respectful and structured approaches for other staff.
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Guide classroom teams in taking increasing ownership of routines, using the gradual release model.
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Facilitate Consistent Group Scheduling and Transitions:
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Support classrooms that rely on frequent split group scheduling, modelling effective transitions and engagement strategies across small groups.
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Mentor staff on time management, flow of activities, and student supervision within structured rotations.
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Promote Reflective Practice and Team Consistency:
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Engage in regular feedback loops with classroom staff and learning specialists.
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Support staff reflection and refinement of practice, gradually reducing direct support as staff confidence and capacity increases.
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
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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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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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
Wayi School is a Government P-12 specialist school in Craigieburn providing educational programs for students with disability and high needs who have mild to profound intellectual disability.
Wayi School is committed to providing a safe, supportive and inclusive environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school, and parents and carers to support student learning, engagement and wellbeing. We share a commitment to and a responsibility for, creating an inclusive and safe school environment for our students.
'Wayi' is a Woi-wurrung word of the Wurundjeri people meaning `us¿ - which represents the vision for our school perfectly.
We plan to work together, in partnership, supporting our students as a team. We know that our students will benefit from the efforts, expertise, and commitment from all of 'US' - including family, educators, and community.
The Wayi School vision is to empower and inspire every member of our learning community. We are committed to creating innovative learning environments that nurture and develop all students through an ability and strength-based approach.
Through collaborative partnerships we provide learning that is individualised and holistic to ensure our students become valued and contributing members of their community.
We believe in empowering our staff to work autonomously in a collaborative and supportive team environment that encourages personal growth and development.
Wayi School¿s core values include Voice, Choice and Independence.
Voice ¿ We believe communication underpins all areas of learning and life, and everybody has the capacity and the right to communicate.
Choice ¿ We promote agency, enabling everyone to make choices and decisions that influence events and their world.
Independence ¿ We strive to prepare all students to become lifelong learners and responsible citizens ready to meet the challenges of the future.
Teaching & Learning
Wayi School is committed to developing learner independence, by purposefully using the students¿ skills and interests to promote the creation of new skills. We identify the abilities that are unique to individual students and employ a team approach that focuses on the development of skills and practices that promote lifelong learning, independence, communication and agency. Teachers, Allied Health and Education Support staff work collaboratively with the students and their parents/carers to develop Individual Education Program (IEP) goals for each student, that are meaningful and relevant for that student. ICT is used extensively to provide rich educational experiences and enhance independence.
Student Wellbeing
Wayi School has developed a range of strategies to promote engagement, an inclusive and safe environment, positive behaviour, and respectful relationships for all students in our school. We recognise the importance of student friendships and peer support in helping children and students feel safe and less isolated. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn. SW-PBS and Trauma Informed Practice are foundations initiatives at Wayi School.
Professional Development
Successful applicants may be required to work throughout the school, from Foundation to Senior Secondary; however, the professional preferences, experience, skills and aspirations of individual teachers will be considered and attempted to meet.
