Ed Support Level 1-Range 4

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 4

Occupation: Education and training

Location: Melbourne - Southern suburbs

Reference:

Selection Criteria

SC1 Highly developed counselling skills and experience in counselling adolescents presenting with a range of issues who may be self-referred, teacher or parent referred.

SC2 Demonstrated experience in the development and implementation of programs that foster resilience in young people and address their social, emotional and educational needs.

SC3 Knowledge of case management and student support strategies, with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.

SC4 Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.

SC5 Demonstrate a commitment to professional learning and growth and have the appropriate qualifications and capacity to perform the roles and duties as described in the `School Specific Roles¿ section.

Role

Annual Leave

A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employee's ordinary hours of work. Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.

Additional paid leave - education support class

A full-time education support class employee is entitled to 228 hours (30 days) additional paid leave in respect of each calendar year. Part-time employees receive additional paid leave entitlements on a pro rata basis calculated according to the time fraction worked.

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.

Responsibilities

Responsibilities include:-

• Counselling, using a range of therapeutic interventions and knowledge of risk and protective framework
• Psychosocial assessments of students (including crisis management / risk assessments)
• Case management including consultation with the range of stakeholders involved with a student and/or their family
• Case management of students in out of home care; indigenous; students with disabilities; refugees, including compliance with DET requirements
• Develop and organise evidence-based programs that assist students to be resourceful and resilient at school and beyond
• Evaluating program results and data collection
• Presence at information nights & whole-school celebration days (ie RUOK? Day)
• Attend breakfast club
• Facilitate small groups of students to improve connectedness to school
• Co-ordinate and support new students to transition smoothly into the school
• Referrals to external programs, including the DET `Navigator¿ Program
• Attend meetings including; staff, wellbeing, year level, SSSO, parent, network and agency meetings
• Be part of the consultative team for the Refugees in Education Support Program
• Facilitate professional learning workshops for staff
• Work co-operatively within a multi-disciplinary team
• Build positive relationships with students
• Promote Restorative Practice and facilitate circle time
• Work with families and organise parenting forums
• Promote student wellbeing to the school community (ie newsletters)
• Work co-operatively with community service agencies and refer students/families where necessary
• Liaise closely with all relevant members of staff
• Maintain accurate records
• Other duties as directed by the Principal Class

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 Workplace adjustment guidelines).

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:

Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Location Profile

Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne. We currently have over 1200 students, from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff. At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence. Our vision of learning is underpinned by our values of Respect, Learning and Working Together. Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers. Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences. Several years ago, we redesigned our learning program to enable students to excel through a researched based, future focused model of student empowerment.

In 2022, we made structural changes to our Sub Schools. Following extensive collaboration and consultation with students and staff, our new House System was launched. Students and staff are now aligned with one of our four Houses: Hollows, Freeman, Mabo, and Walton. Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas. Our new House System has already created a stronger sense of connection amongst both staff and students, and we see Houses as being a powerful way to enhance student engagement and sense of belonging.

At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students. Building upon our already extensive and intensive interventions that sit within our MTSS Framework, we have bolstered and extended these supports through refining our Literacy and Numeracy programs. As always, the programs for our at-risk students are mirrored by the opportunities offered to our High Ability students.

In 2023, we achieved the best senior school results the College has seen since its establishment over 40 years ago. We achieved a median Study score of 29, which was maintained in 2024. In 2025 we achieved the strongest NAPLAN results the College has received across both Year 7 and 9. In 8 out of 10 categories we were ahead of similar schools across the state.

Our College is a rich and diverse community that supports the whole child. We encourage those keen to get to know Hampton Park Secondary College more to visit our website:

Applications close Wednesday 10 September 2025 at 11.59pm

Posted

29 August 2025

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