Student Wellbeing

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 4

Occupation: Education and training

Location: Melbourne - Eastern suburbs

Reference:

Selection Criteria

SC1 Demonstrated knowledge of student wellbeing and inclusion. Ability to understand and support student social, emotional, and behavioural needs.

SC2 Demonstrated capacity to collaborate with others in a team environment, leading and/or managing self and others to achieve key priorities within school goals.

SC3 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work.

SC4 Demonstrated experience in coordinating supports for young people with complex needs including Disability Inclusion administration tasks and referrals to a range of specialist services as appropriate.

SC5: Demonstrated passion and ability to develop strong community, staff and student relationships to support the wellbeing outcomes for students and families.

Role

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

Operating in collaboration with their school, leadership and wellbeing team where relevant, the successful applicant will:

• Coordinate and deliver small-group and targeted interventions (e.g., social skills groups, lunchtime clubs, wellbeing programs).
• Assist with the development, implementation, and monitoring of Individual Education Plans (IEPs), Behaviour Support Plans, and intervention programs.
• Collect and maintain accurate student data to track progress and provide feedback to teachers, Student Support Groups (SSGs), and leadership.
• Support classroom teachers in embedding inclusive strategies into everyday teaching and learning practices.
• Work collaboratively with wellbeing staff to identify students at risk and support the referral process for additional interventions (Tier 3 if required).
• Provide guidance and mentoring to other ES staff around inclusive practices and intervention strategies.
• Build respectful, trusting relationships with students that promote engagement, independence, and positive behaviour.
• Actively engage in professional learning related to Tiered Interventions, Disability Inclusion, and evidence-based wellbeing practices.
• Promote student agency, belonging, and voice within intervention programs and the wider school environment.
• Promote a whole school approach to mental health and wellbeing to students, staff and families.
• Work with school leadership and wellbeing teams to embed whole school approaches to mental health into school planning and strategic processes. Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
• Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students.
• Contribute to the school's existing wellbeing team.

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:

Other Information

• 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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Conditions of Employment

• 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

Location Profile

Canterbury Primary School is a passionate learning community that inspires, challenges and supports all students to achieve their personal best and make a positive contribution to the world in which they live. The school has a strong student-centred learning approach with an emphasis on student voice, agency and leadership. We aim to engage students through authentic, relevant, and contextualised learning experiences. Students from Prep to Year 6 have a say in what they learn, how they learn and how they will be assessed. Teachers are skilled in planning learning experiences that engage students through their own interests, while still addressing student needs, skills, dispositions and relevant curriculum standards. We believe that learning requires purpose, context, and audience.

The values of respect, responsibility, integrity and resilience guide the decisions and behaviours of all members of our school community, and our learner dispositions (curiosity, creativity, self-efficacy, self-regulation, resilience and collaboration), provide all community members with a shared language of learning, outlining the characteristics or attitudes that we aim to foster in all learners.

The school has a student population of approximately 640 and is located in the leafy eastern suburbs approximately nine kilometres from the Melbourne CBD.

The school has a highly collaborative team culture with teaching teams in four distinct Learning Centres: Discovery (Prep), Creativity (Years 1 & 2), Innovation (Years 3 & 4) and Leadership (Years 5 & 6). Learning communities are created in each centre with students and teachers working and learning together.

Specialist programs are offered in Performing Arts, Visual Arts, Physical Education and Chinese Mandarin language. Students also engage in lessons held in our Makerspace, Kitchen Garden and Library.

Canterbury Primary School is committed to developing effective partnerships between staff, students, parents and community groups. Parental involvement in the school is high and creates a strong sense of community.

Transition programs are well established with local pre-school and government secondary schools. Students are involved in a series of activities throughout the year to ensure a smooth transition the following year.

Victorian government schools are child safe environments. Canterbury Primary School¿s Child Safety Statement of Commitment and Code of Conduct can be found on the School¿s website.

Applications close Sunday 14 September 2025 at 11.59pm

Posted

3 September 2025

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