“Our job is not to prepare students for something, it is our job to activate our students to prepare themselves for anything.”
Adapted from AJ Juliani.
Bundoora Secondary College is a year 7-12 College in a quiet residential area of Bundoora, a northern suburb of Melbourne. We are an innovative, caring school and take great pride in knowing every member of our community (both staff and students) as individuals and as learners.
The school is set on a well-developed, picturesque site adjacent to Gresswell Forest. The spacious grounds include a variety of playing fields and as our school farm continues to develop, a range of animal paddocks, productive gardens and indigenous flora plots. Our school is accessible by foot, bike or car and is well serviced by our school buses and public transport. Our school enjoys a strong partnership with our neighbours including Melbourne Polytechnic, Latrobe University and RMIT Bundoora Campus as well as other universities further afield. BSC is a Child Safe school and expects all employees to be cognisant of the expectations upon them to contribute positively to our child safe environment.
BSC is currently experiencing a period of strong growth as we implement our new curriculum program and pedagogical approach with a vertical structure of subject offerings across the traditional 8 – 11 years called our PACE21 (Passion and Choice, Empowerment 21st Century skills) program. This program empowers students to choose the pace of their own learning journey. Our core purpose is to provide a broad and challenging education that is future focused and will develop students' 21st Century skills, abilities and knowledge for further education, training, work and community participation.
In order to do this, we require staff who are curious, flexible and generalist in their philosophy and thinking.
Students at BSC are not bound by the traditional year level classes. The school is broken into three cohorts - a common Entry year (the traditional year 7), PACE21 (traditionally years 8-11) and Graduation year (traditionally year 12). Our broad pathways focus and the vertical structure supports students choice and provides flexibility across our learning program ensuring that all students can engage in their learning at their point of interest and be challenged at their point of need.
Rigour remains a core value so high expectations of students will continue and progress will be routinely reported against the BSC Great Student (21st century skills) matrix and the Victorian Curriculum skills continuum to ensure that all students will achieve success. We are very much aware that ongoing feedback to students will support them in developing a growth mindset and promote learning so that each student can reach the next level.
We are a diverse and inclusive community. We live by our school values - Respect, Responsibility, Resilience, Relationships and Rigour (the 5 R’s). At BSC, students have an authentic voice into the everyday decision making at the school. We provide a variety of opportunities for student voice such as a Student Leadership Council, student lead tours, public speaking at assemblies and membership of College Council with voting rights.
Learning takes place in well-equipped air-conditioned courtyard style buildings, which contain specialist areas including a Library Resource Centre and student social space, the ECA Centre which contains a gymnasium, weight training facility and drama studio, the Arts and Technology areas including food, wood and media, art and craft, ceramics, painting and drawing and music laboratories. Science rooms are fully equipped for practical experiments and activities with two 3D printers and an emphasis on robotics. Each classroom is provisioned with an interactive whiteboard and our 1:1 digital technologies program is enhanced by the schools provision of PCs and MACs.
To enhance the student’s learning experience, traditional co-curricular programs such as sport, drama and music performances, instrumental music, excursions, camps, art exhibitions and displays and student leadership have been incorporated into the mainstream curriculum to ensure that all students can pursue their passions.
Strong emphasis is placed on catering for the individual learning style of each student. Achievements are recognised and celebrated. BSC promotes an environment that encourages students to investigate, understand and actively design and participate in their learning through a variety of teaching and learning strategies.
Parents are welcome and encouraged to participate in all College activities and to work with teachers in developing positive educational outcomes for their children. While formal reporting to parents takes place twice a year, the College emphasises the continual monitoring and communication of student progress to students and parents.
We actively involve our community in the development of our educational programs, policies and the provision of a supportive and caring environment. This is reflected in our house teams and our wellbeing structures that exist to assist students and parents. The implementation of the Student Empowerment Guidelines results in an environment where students from a wide range of cultures and backgrounds exhibit co-operation and acceptance towards each other.
We have established positive links with our neighbouring primary schools as a means of easing the transition of students into the College, as well as providing continuity in their educational programs.
Bundoora Secondary College – BSC – where students experience education by student choice.
A relevant qualification such as a degree as a Youth Worker, Social Worker or Counsellor and/or extensive experience to the position.
Demonstrated skills and experience in the provision of support to young people with significant mental health issues including anxiety, Oppositional Defiant Disorder, Conduct disorder and behaviour associated with childhood trauma.
Demonstrated ability to assess student need and to develop case plans and appropriate interventions for young people.
Demonstrated ability to work collegiately with teachers and other professionals to improve the attendance of students and their engagement into the classroom.
Demonstrated skills and experience in building and maintaining strong relationships with students, setting limits and assisting young people to meet behavioural expectations.
Demonstrated ability to support students and deliver programs which are considerate of the learning needs and perspectives of students from culturally diverse backgrounds, including those of Aboriginal or Torres Strait Islander descent.
The Wellbeing and Inclusion Specialist will provide high quality advice and support to students and staff. They will support and comply with DET and College procedures and policies in order to best support the wellbeing and inclusion of students and to build the capacity of staff. They will provide individualised support to students to foster resilience, improve attendance and respond to identified behavioural, social, emotional and educational needs.
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 Wellbeing and Inclusion Specialist duties may include:
Case Manage Students:
Student case management at Bundoora Secondary College is primarily a collaborative process intrinsic to the delivery of quality services designed to meet the needs of school students who have support requirements. Mindful of including the views of students, it is student focused and aims to develop, monitor, disseminate, and evaluate a plan of action to enable these students to function to the best of their ability. The successful applicant will case manage approximately 40-50 students.
Case Management at BSC has seven core aims:
To enable students to function to the best of their ability and circumstances within the school system despite having support needs.
To contribute to engaging students in meaningful learning, this would include in classes supporting students (includes setting firm limits with students and following through with consequences).
To develop, monitor, disseminate, and evaluate a plan of action.
To achieve a seamless service delivery through the coordination of and collaboration between external service providers.
To actively involve and empower the student(s) and their parents/caregivers in decision-making processes.
To assist teachers and school staff in their work with students who have support needs
Act as an advocate for students or ensuring that students have advocacy within the school or with outside agencies when needed,
Lead and develop programs:
Organise and help facilitate group programs to students based on the needs of the cohort at any given time. Provide and run programs to promote, health education and support to students through relevant group programs
Lead and develop whole school and level specific Wellbeing/Inclusion programs to enhance general student wellbeing/inclusion e.g., RU OK day, Mental Health Week, etc.
Resource to College Leadership and Staff:
Assist in the development, implementation and review of student wellbeing/management policies
Network with external agencies and act as a college contact for external agencies.
Actively participate in professional development activities and programs and share knowledge and expertise with other staff.
Provide school level advice related to areas such as mental health, mandatory reporting, critical incidents, and suicide prevention.
Ensure teachers are provided with appropriate information regarding students and their wellbeing and support teachers in the teaching and management of students at risk, and implementation of Special Provision for relevant students.
Liaise between the College and community agencies including facilitation of referrals to community agencies, psychologists and educational psychologists
Act as a resource for staff working with students at risk and assist with the provision of secondary consultation for staff working with students at risk
Provide support for Critical Incident management.
Provide a communication link between the school, its community, agencies and networks.
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
The Wellbeing and Inclusion Specialist is a full time ES1-3 position commencing 13 July 2026.
For further information, applicants are encouraged to contact:
Travis Clark, Assistant Principal, Bundoora Secondary College.
Telephone: 03 9467 1511
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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
