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Demonstrated ability to assess student need and to develop support plans and facilitate appropriate interventions for young people in an individual or group arrangement.
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Experience implementing evidence-based interventions and strategies to support young people, including those with a neurodiverse profile.
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Demonstrated ability to work in a multidisciplinary team to develop and implement support for students, families/carers and staff within a school community.
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Demonstrated ability to provide expert consultation and training designed to build the capacity of a school community.
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Knowledge of a broad range of services and resources available for the support of students with disabilities and their families/ carers.
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Display capacity building techniques and best practice to support school community to understand and cater for the complex needs of young people including those from a trauma background and those with behavioural difficulties.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
Duties may include:
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Case management of students completed through a collaborative process that includes the student, family and school staff
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Design and implement programs to support disengaged students through evidence-based interventions
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Facilitate group sessions that develop social/emotional skills
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Organise and facilitate programs for minority/vulnerable students
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Communicate with all key stakeholders including family and school staff to support the young person
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Collaborate on the design and implementation of behaviour support strategies for students needing de-escalation and regulation plans
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Support whole school initiatives such as Breakfast Club and lunch time co-curricular activities
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Support school/cohort reinforcement systems to reinforce positive behaviour in line with the school wide positive behaviour support program
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Participate in decision making conversations around referral pathways for students
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Communicate with external support services/community groups to improve outcomes for students
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Assist in the development, implementation and review of student wellbeing/management policies
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Actively participate in professional development activities and programs and share knowledge and expertise with other staff.
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Liaise between the school and community agencies including facilitation of referrals to community agencies, psychologists and educational psychologists
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Abide by Legislative policies on privacy and child safety.
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Meet relevant policy and legislative requirements in relation to student health information privacy.
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
This position will be over two days attendance on a Monday will be required and the second day will be confirmed by negotiation with the successful applicant and management team. Attendance hours for this position will be 8:45am-3:15pm
Interviews may potentially take place in the first week of the school holidays
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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
Heathcote Primary School is located in an attractive rural setting on the Northern Highway approximately 100 km north of Melbourne. The Heathcote area continues to grow as people seek out a `tree change¿ and settle amidst the rolling countryside around Heathcote. Our current enrolment is at 133 students. Our rural setting includes garden areas, shaded playground equipment, a fenced basketball court, oval and passive recreation areas which support a range of playing styles at break times. We have our own mountain bikes and smaller bikes which can be accessed at break times by students, students are also welcome to bring their own bikes to ride around our walking/riding track.
The school has an administration block, Art room, Stephanie Alexander Kitchen, Performing Arts room. There are seven classrooms, each has the capacity to open up with the room next door to allow for teaching and learning teams to work together at various times. In 2026 we are implementing weekly STEM, Library and Art, Performing Arts and Auslan specialist teaching programs across Foundation to Year 6. Our school has a well resourced Stephanie Alexander Kitchen Garden program, classes operate on a weekly basis for students in Years 3-6. As enrolment continues to grow this program is shared on a semester basis with the Year 3-4 and Year 5-6 classes attending the program a semester each one day per week. Our F-2 students participate in the program once a term. Stephanie is a much loved component of our school curriculum.
Heathcote Primary School prioritises the wellbeing of students, working in partnership with family members and external services. There are multi-tiered systems of support, ranging from universal supports through to individualised programs. All students participate in regular wellbeing lessons, supported by the Resilience Rights and Respectful Relationships and Zones of Regulation programs. A small group intervention utilises the Social Detectives program, individualised programs operate to support students with their social and emotional wellbeing and a provisional psychologist is onsite weekly. A wellbeing and inclusion leading teacher alongside a mental health and wellbeing leader form the core of the wellbeing team. The wellbeing team collaborate frequently with regional Health and Wellbeing Key Contacts, working side by side to differentiate supports for students, including both onsite and external providers. Student Support Groups (SSGs) are scheduled each term for students who require additional support.
Heathcote Primary School is in its second year of implementing School Wide Positive Behaviour Support program and Real Schools restorative practices. Additionally, staff are participating in professional learning related to Positive Classroom Management Strategies (PCMS) in line with the Department¿s new initiative.
For more information, please visit the school website.
Our Core Purpose
The core purpose of Heathcote Primary School is to provide a caring and engaging learning environment, developing links with the wider Heathcote community, and preparing all students to become lifelong learners and respectful community members in a constantly changing world.
Our Values
The following values are central to the philosophy of our school:
Respect - recognising and accepting individual differences and valuing our environment
Learning - developing the skills, values and attitudes to become a lifelong learner
Teamwork - learning together to achieve the best possible outcomes for all
Responsibility - being accountable for our own actions, what we say and what we do
Required
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Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically:
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For Psychologists, applicants must hold full registration with AHPRA
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For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
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For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
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For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)
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Demonstrated direct counselling experience
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A current Working With Children Check.
Desirable
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For Psychology applicants, specialisation in educational and/or developmental psychology.
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For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
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For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
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For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).
