Selection Criteria
SC1. Student Engagement and Relationships - Demonstrated ability to build positive, trusting relationships with children and young people, particularly those displaying signs of disengagement, school avoidance, social difficulties or challenging behaviours.
SC2. Behaviour Support and Student Regulation - Demonstrated understanding of evidence-based approaches to supporting students with Tier 2 and Tier 3 behavioural, social-emotional and wellbeing needs, including strategies that promote self-regulation, engagement and successful participation in learning.
SC3. Collaborative Practice - Demonstrated capacity to work effectively as part of a multidisciplinary team, including teachers, wellbeing staff, school leaders, families and external agencies to improve outcomes for students.
SC4. Disability Inclusion Knowledge - Demonstrated knowledge of Disability Inclusion processes, Student Support Groups (SSGs), Disability Inclusion Profile (DIP) meetings, adjustments and evidence collection to support funding applications and student support planning.
SC5. Communication and Interpersonal Skills - Highly developed communication and interpersonal skills, including the ability to engage positively with students, families and staff from diverse cultural and educational backgrounds.
SC6. Organisation and Initiative - Demonstrated capacity to work flexibly, prioritise competing demands, maintain accurate records and respond proactively to emerging student needs within a dynamic school environment.
Engagement Officer Role description
The Engagement Officer provides proactive support to students who are at risk of disengaging from learning, school attendance, and classroom routines.
Working closely with the Wellbeing Team, classroom teachers and school leadership, the Engagement Officer supports students displaying Tier 2 and Tier 3 behavioural, social-emotional and engagement needs through early intervention, relationship building and targeted support.
The role focuses on increasing student engagement, participation, connectedness and success by providing in-class support, facilitating small group programs, supporting social connection opportunities and contributing to Disability Inclusion processes.
The Engagement Officer plays a key role in fostering a positive school culture where all students feel connected, supported and ready to learn.
Key Responsibilities
Student Engagement and Classroom Support
¿ Respond to teacher requests for support when students are demonstrating early signs of disengagement, dysregulation or withdrawal from learning.
¿ Provide targeted in-class support to assist students to re-engage with learning and classroom expectations.
¿ Build positive and respectful relationships with identified students through regular check-ins, mentoring and coaching.
¿ Support students with transitions, organisation, emotional regulation and participation in classroom activities.
¿ Assist teachers to implement strategies identified in Behaviour Support Plans, Individual Education Plans and other support documents.
¿ Maintain communication with teachers regarding student progress, concerns and successful engagement strategies.
Targeted Student Support
¿ Facilitate individual and small-group programs focusing on social skills, emotional regulation, resilience, belonging, organisation, attendance and engagement.
¿ Run lunchtime clubs, and social connection opportunities for students identified as vulnerable to disengagement.
¿ Support students to develop positive peer relationships and a stronger sense of school connectedness.
¿ Assist with attendance improvement strategies and student re-engagement plans.
Wellbeing Team Support
¿ Attend regular wellbeing meetings.
¿ Contribute observations and recommendations regarding student engagement, wellbeing and support needs.
¿ Liaise closely with the Engagement Officer located at the other campus, teachers, wellbeing staff and leadership to coordinate support for identified students.
¿ Assist with referrals to internal and external supports where appropriate.
Disability Inclusion Support
¿ Assist with evidence collection and documentation for Disability Inclusion Profile meetings.
¿ Contribute observations and information regarding student functioning, engagement and participation.
¿ Support the preparation and organisation of Student Support Group meetings and associated documentation.
¿ Assist in implementing agreed adjustments and support strategies arising from Disability Inclusion processes.
Data, Documentation and Administration
¿ Maintain accurate records of student support, engagement interventions and follow-up actions.
¿ Monitor student engagement, attendance and wellbeing data to inform support planning.
¿ Prepare notes, reports and documentation as required.
¿ Maintain confidentiality and comply with Department and school policies.
Professional Responsibilities
¿ Attend relevant professional learning and team meetings.
¿ Participate in school improvement initiatives relating to student wellbeing, engagement and inclusion.
¿ Undertake other duties consistent with the classification and responsibilities of the role, as directed by the Principal or delegate.
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:
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A cover letter providing contact information including email and phone number.
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A CV with a summary of experience and qualifications.
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Responses to the Selection Criteria.
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The names and contact details for three referees
For ease of handling, all documents (cover letter, CV and selection criteria responses) can be saved and uploaded as one document.
All applicants should ensure that their personal profile on School Jobs Vic is up to date.
Applicants seeking further information about the College or this position, are encouraged to contact the school on 03 9395 3533, prior to the closing date of applications.
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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
Carranballac P-9 College is a government school for students from Foundation to Year 9. Located in the western Melbourne suburb of Point Cook, the college comprises two campuses: Boardwalk (established in 2002) and Jamieson Way (established in 2006). As of June 2025, the college enrolled approximately 863 students, including 25 international students, reflecting our diverse and multicultural community. The student body represents over 63 nationalities, with approximately 32% of students from a culturally and linguistically diverse background. The college is led by a principal class team consisting of the college principal, two campus principals and two assistant principals, supported by 80 teaching staff and 32 non-teaching staff.
Vision, Mission, Values:
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Vision: "We connect, we learn, we thrive"
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Mission: "Our College fosters excellence in lifelong learners who are resilient, connected, and respectful"
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Values: Respect, Inclusiveness, Resilience, Integrity, Responsibility
These guiding principles underpin aspects of the college's operations, fostering a cohesive and inclusive school culture.
Curriculum and Learning Approach:
The college delivers a comprehensive learning program that is aligned with the Victorian Curriculum, ensuring high-quality and engaging learning opportunities for all students. Key curriculum areas include:
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English and Mathematics: Targeted, evidence-based programs designed to strengthen essential literacy and numeracy skills
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Languages: Japanese language instruction is provided from Foundation through to Year 8, supporting students to develop intercultural understanding and communication skills
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Science: A science program fosters curiosity, critical thinking, and inquiry skills across biology, chemistry, physics, and earth sciences. Students benefit from access to well-equipped science laboratories that support practical investigations and hands on learning experiences
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Humanities: Covering history, geography, civics and citizenship, and economics, the humanities curriculum helps students build a deeper understanding of society, culture, and the world around them
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Arts and Technology: Encompassing visual arts, music, food technology, and wood technology, these programs encourage creativity, innovation, and problem-solving skills
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Health and Physical Education: Structured programs promote physical wellbeing, teamwork, leadership, and lifelong healthy habits through a diverse range of sporting activities
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Electives Program (Years 7¿9): A broad, student-centred electives program empowers learners in Years 7 to 9 to pursue their interests and passions while building agency, confidence, and future pathways.
The college is beginning to embed the Department of Education's Victorian Teaching and Learning Model (VTLM 2.0) and utilises Professional Learning Communities (PLCs) to ensure data-informed and differentiated instruction.
Student Wellbeing and Support:
A wellbeing framework supports students' social and emotional development, featuring a wellbeing assistant principal supported by a wellbeing team, mental health practitioner for secondary students, two mental health in primary school (MHIPS) coordinators at each campus (total 1.2) and a defence school mentor assisting families in transition. Programs such as Resilience, Right and Respectful Relationships (RRRR), School Wide Positive Behaviour Support (SWPBS), and restorative practices are integral to promoting a safe and respectful learning environment. Additionally, the college provides:
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Implementation of Disability Inclusion Profiles (DIPs) to support Tier 3 students
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Multi-Tiered Systems of Support (MTSS) to address student needs.
Facilities and Community Engagement:
The College facilities include the following:
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Performing arts centre utilised for school and community events
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Science laboratories and technology rooms
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Music rooms with recording studios
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Well-resourced libraries and flexible learning spaces
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Outdoor areas featuring ovals, basketball courts, shaded playgrounds and turfed play spaces
The college maintains partnerships with local organisations, such as Scouts Victoria, and offers an outside school hours care program through 'Quantin Binnah', accommodating families' needs beyond regular school hours.
Strategic Direction:
Following the 2025 school review, the college is implementing a four-year strategic plan focussing on:
These goals are pursued through continuous professional development, curriculum refinement, and community collaboration.
