SC1. Demonstrated understanding of the needs of young people in an educational setting and ability to engage and build rapport with young people and families
SC2. Knowledge of and experience implementing relevant wellbeing programs.
SC3. Demonstrated ability to work cooperatively with others and contribute to supporting the values and vision of the school.
SC4. Demonstrated organisational and time management skills leading to effective outcomes
SC5. Demonstrate a commitment to fostering and helping to develop the college¿s culture through practicing the values of Belong, Believe, Become.
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.
Student Engagement
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Provide wellbeing support, assessment, education and referral to individual students
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Use values-based restorative conversation skills (WIN conversation model) to help students understand what happened, take responsibility, and identify a way forward
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Support families with State Schools Relief funding and helps facilitate Food Bank
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Knowledge of and experience implementing relevant wellbeing programs.
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Support individual case management and whole school initiatives
Responsible for the effective coordination, delivery, evaluation and refinement of student services.
Run individual care team meetings and ensure that timely and regular Student Support Group Meetings
Ensure good communication is maintained between school and home for individual students
Facilitating student participation in programs or activities that foster life, recreational skill and network building.
Build and maintain networks and partnerships with external agencies and stakeholders to achieve practical and meaningful social-emotional and wellbeing supports for young people
Develop and provide regular reports as required
Complete case notes as necessary
Pro-actively share information and identify and escalate any issues, difficulties or problems; follow up to ensure that any issues are resolved and communicated appropriately
Values alignment
Maintain a regular, visible presence in the yard, canteen, and common areas during breaks, modelling and reinforcing the school¿s values through every interaction
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Initiate genuine, warm conversations with students about who they are, what they care about, and how they¿re going ¿ making the values feel lived, not just stated
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Actively notice and affirm students who are demonstrating Belong, Believe, or Become in their daily actions
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Get to know students by name and build trusted relationships that make students feel seen and welcome
Cultural competency
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Monitor the yard for safety and wellbeing concerns and respond proactively to minor conflicts before they escalate
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Contribute to the school¿s goal of an orderly and safe school environment
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Support the development of student-led values content for assemblies and newsletters
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Ensure the school¿s founding symbol ¿ the oyster shell ¿ and its Bunurong significance is understood and honoured by all members of the school community
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Support the school to use and acknowledge Bunurong place names and language respectfully and accurately
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Support the school in using culturally safe language and practice in relation to First Nations students, families, and communities
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Ensure Aboriginal and Torres Strait Islander students feel seen, valued, and safe at Birranga College
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Lead celebrations of the range of cultures and backgrounds at the college
Event and community organisation
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Support the planning, logistics, and delivery of all whole-school events, including community evenings, cultural celebrations, and values-themed assemblies
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Develop and maintain a termly events calendar
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Liaise with the Building Our Community & Identity Committee to ensure events are inclusive and community-facing
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
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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
Location Profile
Birranga College sits in a rapidly growing residential area in the suburb of Clyde North. The school will work in partnership with the community to provide authentic learning opportunities and the best academic and personal outcomes for all students.
Birranga College is a new secondary school that opened in January 2026 with Year 7 enrolments only. Subsequent year levels will be added each year. Neighbouring schools are relatively large and the school is expected to grow quickly to meet residents demand for excellence in education, consistent with the vision for the Education State.
Birranga College will provide students with state-of-the-art facilities in STEM, Technologies, Visual Arts and Physical Education and contemporary learning spaces to cater for the needs of all our students.¿
School Vision and Values
Birranga College has a vision of cultivating compassionate hearts, curious minds and confident leaders. We will live by our values, `Belong, Believe, Become¿. We look forward to our students emerging as resilient and productive members of the community.
The name Birranga and the symbol of the oyster shell carry deep significance. The Bunurong people of the Kulin Nation lived in the Clyde region, and oyster shell remnants discovered along Cardinia Creek speak to their enduring presence in this landscape. The oyster shell is our emblem ¿ a reminder that every student carries within them a rare and precious pearl: an innate goodness and unique talent waiting to be discovered. Our job as educators is to help discover this potential and draw it out in each and every student.
At Birranga College, we believe that pearl is found through connection ¿ to each other, to learning, and to community. That belief shapes everything we do.
Our educational philosophy extends beyond the classroom and embraces our values of Belong - Believe - Become:
BELONG
BE compassionate
BE grateful
BE empathetic
BELIEVE
BE curious
BE responsible
BE confident
BECOME
BE a leader
BE self-aware
BE an upstander
Teaching and Learning¿
Our community creates rich and rigorous learning experiences that empower us all to participate with curiosity, purpose and insight. This will be achieved through an innovative curriculum and a clear Model of Instruction, ensuring consistent, high-quality teaching, learning and assessment, underpinned by explicit expectations for staff, students and families.
Commitment to Excellence
The school will deliver the highest quality of education for all learners. Our school will demonstrate a strong commitment to outstanding post school outcomes for all students, be that University or other further study, apprenticeships, traineeships or full-time work. This fulfills our purpose of ensuring we open the shell to reveal the pearl - the full potential of our students, becoming the best version of themselves.
This is an incredible opportunity for a motivated Youth Worker and Community & Culture Leader to work at a school with great resources, friendly staff and supportive leadership.
We are holding a tour of the college for interested applicants on Thursday 28th May 5pm. Please call the college to book a place (03) 5929 2992.
Applicants are also welcome to contact Nick Hamer-Smith, Principal, should you have any difficulties with completing or uploading your application or to discuss the advertised role. Please email
[email protected]