SC1 Describe a time when you coordinated the work of others within established departmental guidelines or school frameworks. What structures did you put in place, how did you ensure consistency, and what was the outcome for the team or students?
SC2 Provide an example of how you have actively contributed to a collaborative team environment ¿ particularly one involving staff with different roles, experience levels, or perspectives. How did you support cohesion and shared purpose within that team?
SC3 Give an example where you communicated complex or sensitive information ¿ in both written and verbal forms ¿ to different audiences, such as families, colleagues, or leadership. How did you adapt your communication style, and what was the impact?
SC4 Describe the knowledge and practical skills you bring to supporting students with diverse learning, behavioural, or wellbeing needs in a primary school setting. How have you applied this expertise to improve outcomes for individual students or groups, and how have you shared this knowledge with others?
SC5 Tell us about a time when you identified a gap or challenge in the support being provided to students or ES staff and took the initiative to advise or brief leadership on the issue. What did you recommend, how did you present it, and what action was taken as a result?
SC6 Describe how you have pursued your own professional growth in the area of inclusive or specialist education, and give an example of how you have actively supported the learning and development of colleagues or ES staff. What did you do to build their capacity, and how did you measure its impact?
The ES Coach leads and coordinates the Education Support team in a primary school setting, ensuring that student support is purposefully planned, equitably distributed, and consistently delivered. The role combines operational leadership with a strong focus on staff coaching, professional learning, and collaborative practices through the lens of Disability Inclusion.
This role may include but is not confined to:
Team coordination and operations
The ES Coach oversees the scheduling and day-to-day management of ES staff across classroom support, small group programs, and yard duty supervision. This includes responding to staff absences by arranging timely redeployment of support, maintaining continuity of care for students with identified needs, and monitoring the appropriate allocation of resources in line with agreed priorities and budgets.
Staff development and coaching
The ES Coach provides structured, ongoing coaching to ES team members, using observation, feedback, and collaborative goal-setting to strengthen individual practice. The role includes facilitating or co-facilitating professional learning opportunities that reflect current evidence and best practice in inclusive education, supporting staff to implement effective strategies for students with diverse learning, behavioural, and wellbeing needs.
Student support and inclusion
In collaboration with classroom teachers, Classroom ES wellbeing staff, and school leadership, the ES Coach contributes to identifying and planning support for students with individual needs. This includes contributing to the development of student support documentation such as individual student profiles, behavioural observations, transition plans, and personal care or hygiene plans. The ES Coach supports the effective implementation of student support programs and ensures ES staff understand their responsibilities within those frameworks.
Communication and liaison
The ES Coach serves as the primary liaison for ES staff, facilitating clear, respectful, and timely communication across the school community. This includes engaging with families on matters relating to student support, contributing to school-based meetings and planning forums, and ensuring ES perspectives are represented in whole-school discussions about inclusion and wellbeing.
Transition support
The ES Coach supports the smooth transition of students with diverse needs, including Kinder to Prep transitions by collaborating with families, early childhood settings, and receiving teachers to develop appropriate transition resources and ensure relevant information is shared in a timely and sensitive manner.
Induction and placement support
With the support of Assistant principals the ES Coach manages the induction of new ES staff, ensuring they receive appropriate orientation, mentoring, and ongoing support during their establishment period. The role also assists in coordinating external ES student placement opportunities, liaising with Registered Training Organisations (RTOs) and placement candidates as 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.
The Education Support (ES) Coach occupies a key leadership role within the primary school's ES team, operating at the intersection of student wellbeing, staff development, and inclusive education practice. Working under the direction of the Assistant Principal, Wellbeing and Inclusion, the ES Coach assumes responsibility for the daily coordination of ES staff, ensuring that students with diverse learning and wellbeing needs receive consistent, high-quality support across all aspects of school life.
The ES Coach provides day-to-day operational leadership of the ES team, including the scheduling and management of classroom support, yard duty supervision, and targeted student programs. In this capacity, the ES Coach acts as the primary point of contact between ES staff, classroom teachers, the wellbeing team, and school leadership, facilitating clear communication, collaborative planning, and a shared understanding of individual student needs.
Beyond operational duties, the ES Coach plays a significant role in building the professional capacity of ES staff. Through structured coaching, observation, goal setting, and professional learning, the ES Coach supports team members to develop their skills and confidence in implementing evidence-based support strategies. The role also contributes to broader school improvement priorities, including inclusion planning, student transitions, and the documentation required to support funding applications and Disability Inclusion Program.
The ES Coach is expected to model a high standard of professional conduct, maintain a strengths-based and student-centred approach, and contribute meaningfully to a school culture that values every learner and every staff member.
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
While this position is advertised as full-time, we welcome applications from candidates seeking flexible or part-time arrangements and encourage all interested applicants to discuss their availability.
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.
At Rockbank Primary School we are invested in our students, our staff, our families and our community. We pride ourselves on being a fabulous staff team who are passionate, who work together positively and collaboratively to make Rockbank Primary School the best school to work in and grow our students academically to their highest potential. Coupled with this we relentlessly promote and support the development of student's social and emotional wellbeing.
At Rockbank Primary School we share a student-centred approach. There is strong support for children with additional needs with the school employing a Mental Health in Primary Schools Inclusion Leader to coordinate supportive structures such as our Social Skills and Social Emotional Learning Programs. There is also a dedicated Wellbeing space to support all our students. Our current Leadership structure includes a Principal, three Assistant Principals who lead Curriculum, Wellbeing and Inclusion. Our two Leading Teachers provide curriculum support to all cohort teams and who implement a Mentoring/Coaching/Peer Observation program with staff to build teacher capacity. We are the Rockbank Primary School Team!
At Rockbank Primary School we celebrate student learning, achievements, accomplishments and growth. We are a school that value relationships as we continue to focus on and build a sense of team and community that develop the culture we are proud of. Rockbank Primary School has well established resources and programs and we continue to strengthen and build upon our resources as our team expands and changes, bring new skills and expertise.
We are a leading school that values our staff and fully supports the implementation of the 2022 VGSA. The leadership team are proactive in all areas across the school, and these practices are valued by our staff. We model `life-long learning for our students at Rockbank Primary School, and as our students, WE GROW OUR STAFF TO BE GREAT! The opportunity for staff to be life-long learners is encouraged and supported by leadership, with the option of study leave to support a range of courses undertaken to build teacher capacity to improve student outcomes.
Staff participate in ongoing Professional Learning Communities focussed on student improvement using data analysis to determine Individual Student Goals. All students at Rockbank Primary School have Literacy, Numeracy and Social/Emotional goals.
Our students benefit from the `Lunchtime Clubs that are provided by both our teachers and ES team. We provide: Tech/ICT Club, Art Club, Community Crusaders, The Garden Club, skipping, music/dance, quiet drawing and games.
Rockbank Primary School is located in the old township of Rockbank adjacent to the Western Highway. The school was opened in 1868 and has a current enrolment of 543 in 2026, with this number rising steadily with the growth in this suburb. The school moved to its current location in 2009. The Rockbank Primary School motto 'Nurture. Believe. Achieve.' highlights the school's commitment to catering for the diverse needs of our students. Our school values of respect, learning, togetherness and safety, guide our practice and ensure that students have a clear understanding of the expectations and culture of our school.
The school is developing a diverse cultural population as we continue to grow, which has been welcomed by an inclusive community. At Rockbank Primary School, we have developed an EAL framework to support students and families who have English as an Additional Language, which is supported by an EAL Coordinator and Classroom Teachers. In 2026 Rockbank PS our classroom structure consists of 28 classrooms, which includes: 6 Foundation classrooms, 4 x Year 1 classrooms, 4 x Year 2 classrooms, 4 x Year 3 classrooms, 3 x Year 4 classrooms, 3 x Year 5 classrooms and 4 x Year 6 classrooms.
The school has Specialist subjects in Physical Education/PMP, AUSLAN, STEM and The Arts. Rockbank PS is a School Wide Positive Behaviour Support School and is also an early adopter of the Respectful Relationships program. Our school also provides OT and Speech Therapy to support identified students. Our school values are used as common language and underpin every decision; with the values linked to our school wide expected behaviours which are represented on our school matrix. Our school wide house system is used to support a team approach to achieving success with Peacock, Harrison, Missen and Fisher all equally represented. Come and visit us, we welcome school tours for our prospective students, families and staff.
