Role
[Attendance requirement for this position]
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 ( 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 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.
Responsibilities
1. Develop and maintain healthy and positive working relationships with students, staff, care givers and student support service providers and networks
2. Assist students on an individual or group basis with wellbeing needs
3. Facilitate or organise small groups and activities for students around aspects of behavioural change
4. Liaise with Department of Education services, external agencies and professionals as needed to support student wellbeing needs
5. Plan and implement evidence based intervention strategies for students as needed
6. Develop meaningful case plans and goal setting with students
7. Keep relevant, professional and up-to-date case notes on identified students in order to monitor progress and develop support plans
8. Support Leadership Team in responding to critical incidents
9. Alongside the Wellbeing team, provide professional learning to staff to build capacity
10. Liaise with families and carers regarding student wellbeing needs, including development of Safety Plans, Re-engagement plans and being a part of SSGs where required, alongside Year Level Managers or Assistant Principals
11. Provide information about services and resources for students and carers
12. Contribute to the development of wellbeing policies, processes, programs and strategies
13. Liaise with the Wellbeing Team to ensure a consistent and agreed approach to wellbeing at the school
14. Other duties as requested by the Principal
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
Child Safe Standards
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:
DE Values
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:
Other Information
15. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
16. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
17. A probationary period may apply during the first year of employment and induction and support programs provided.
18. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Conditions of Employment
19. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
20. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
21. A probationary period may apply during the first year of employment and induction and support programs provided.
22. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at