KSC1 Understanding of common approaches, policies, programs and research relating to student wellbeing and disability inclusion requirements.
KSC2 Demonstrated ability in the delivery of student and family wellbeing services in a relevant setting and, preferably experience working with schools in the area of student wellbeing and disability inclusion.
KSC3 Demonstrated ability to provide information, advice and support to teachers and families responsible for the management of students experiencing behavioural problems that are impacting on their learning outcomes.
KSC4 Highly developed communication and interpersonal skills, including the ability to work collaboratively, as part of a team and network with the wide range of people within the education and wider community.
KSC5 Demonstrated capacity to provide relevant and necessary observations to assist in the collection of data for the NCCD process.
The position will be 3 days per week, 8:45pm to 3pm on Mondays, Tuesdays and Thursdays.
May suit a candidate with social work, occupational health or other allied health background.
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.
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Leading and coordinating Disability Inclusion processes, including Disability Inclusion Profiles (DIPs)
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Coordinating Student Support Group (SSG) meetings and maintaining associated documentation
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Supporting the development, implementation and review of Individual Education Plans (IEPs)
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Working collaboratively with classroom teachers to implement reasonable adjustments and inclusive practices
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Liaising with families, allied health professionals, Student Support Services (SSS), and external agencies
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Supporting staff to understand and implement evidence-based inclusive education practices
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Monitoring and maintaining student support documentation, including Student Snapshots and funding-related records
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Assisting with the coordination of Integration Aide support and deployment
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Supporting transitions for students with additional needs
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Contributing to whole-school improvement initiatives related to inclusion, wellbeing and engagement
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Maintaining a strong understanding of Disability Inclusion reforms, Department policies andlegislative requirements
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
Elsternwick Primary School (EPS) is a vibrant, welcoming school community that values its staff as much as its students. Situated in Brighton, Melbourne, we have proudly served a diverse community since 1888.
Our vision of high performance inspires us to create an environment where every student and every staff member can thrive. Guided by our values of Respect, Responsibility, Personal Excellence, and Curiosity, we foster a culture that encourages growth, collaboration, and professional pride.
Our Strategic Plan focuses on:
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Supporting every student to achieve continuous learning growth
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Empowering students to take ownership of their learning
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Strengthening engagement, wellbeing, and connectedness for all
At EPS, you will join a collaborative and passionate team, including a Principal and Assistant Principal, curriculum leaders, an inclusive education leader, teachers, educational support staff, and literacy/numeracy tutors. Together, we work to create a safe, inclusive and inspiring learning environment where everyone feels valued and respected.
If you are seeking a role where you can make a meaningful impact, grow professionally, and contribute to a high-performing, future-focused school, we invite you to apply and become part of our team.
