Role
Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school/s. Provides a range of services and/or undertakes the analysis of complex problems that form part of the policy framework.
A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5. Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities.
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
Student Wellbeing Support
1. Providing individual counselling and support, group interventions or family engagement related to educational and wellbeing outcomes for students.
2. Contribute to the development of a whole school approach to student engagement and wellbeing and a positive and secure school environment.
3. Develop community partnerships to strengthen student wellbeing.
4. Work with the whole school community to support students and their families and increase their connectedness to the school.
5. Work collaboratively with various teams across the school to provide coordinated and effective student case management.
6. Work with the various teams to initiate, develop and implement a range of programs and strategies that respond to the needs of students and their families, for example, restorative practices, student leadership, health and wellbeing.
7. Assist the leadership team with, and management of, critical incidents and emergency situations. In consultation with the relevant member of the Principal team, report cases of risk to relevant authorities and follow DET requirements.
8. Conduct school based meetings with students and parents.
9. Liaising with external providers such as; community service organisations, DHS, hospitals, specialist programs and other professionals.
10. Provide feedback and advice to staff on the wellbeing of students referred with regard to privacy constraints.
11. Promote and support staff and student wellbeing across the school.
12. Providing case support, assistance and guidance to other Wellbeing staff.
13. Clinical supervision of all Wellbeing staff cases.
PSD Funded Student Support
14. Take responsibility for ensuring DET guidelines are adhered to for the PSD Program.
15. Supporting the completion of applications for PSD funding.
16. Work with Learning Hub Teams, Wellbeing Team and the Principal class to meet the agreed learning needs of identified students, as required.
17. To liaise with SSSO staff, Regional Office personnel, other schools and external providers as necessary, to get the best outcomes for students.
18. Oversee the Nationally Consistent Collection of Data across the school each year.
19. Ensure Learning Support staff actively contribute to the planning, development and modification of teaching and learning resources.
20. Engage professionally with parents through the Student Support Group meetings, Parent Teacher Interviews, Course Confirmation and other school events as required.
21. Support teachers via communication and strategies regarding PSD funded students achieving their individual learning and behaviour plan goals.
22. As the Principal's nominee, conduct highly-purposeful Student Support Group meetings for each PSD student and to review their Individual. Education Plan (IEP) and/or Individual Behaviour Plan (IBP) at least once each term to maximise student learning.
23. To develop an effective timetable for the Learning Support staff to support all PSD funded students.
24. To attend network meetings and relevant professional development activities when required.
25. Ensure ILP/IBP/Professional recommendations are on Compass for every funded student, including informing teachers the information is available.
Management of Learning Support Team
26. Overseeing the work of the Wellbeing/PSD Administration ensuring all duties are completed in a confidential, professional, effective and timely manner.
27. Take responsibility for the PDP Process and review Learning Support team members.
28. Support, advice and guide Learning Support team members.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
- All applications must include current names and contact details of a minimum 3 referees
- Application length including covering letter, selection criteria response and curriculum vitae is to be kept to a maximum 10 pages
Conditions of Employment
29. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
30. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
31. A probationary period may apply during the first year of employment and induction and support programs provided.
32. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
is sited on Gunai-Kurnai land. The College has approximately 1140 students enrolled drawing on local communities, over 60% of these students travel to school on buses.
Bairnsdale Secondary College has much to celebrate when we reflect on the past few years. The dedication, resilience and professional commitment of all staff and students to continue to push forward, has really been remarkable.
The College embraces the entire school community. Our vision is to create a learning community with a focus on improving teaching practice through ongoing performance development so that students’ outcomes improve. We have made significant gains in embedding the staged implementation of SWPBS (School Wide Positive Behaviour System). The College values are:
33. Respect
34. Resilience
35. Responsibility
We have a system of 'values points' to recognise the positive behaviour within our student cohort. The prime purpose of our College is to maximise the opportunities and choices for all of our students to ensure they are confident individuals who make positive contributions to their communities. The connection between Wellbeing and Teaching and Learning is always a key focus. Our College supports the needs of all students in terms of wellbeing, a safe and positive learning environment and striving for excellence in academic outcomes for all students to improve choice and opportunity when their time at Bairnsdale Secondary College is concluded.
Parent Satisfaction has seen significant improvement, falling just shy of the state average for Victorian Secondary Schools. Measures of endorsement by the staff on the College Climate, has seen significant improvement, being above the state average for Victorian Secondary Schools. These factors combined show a significant development in our desire for whole school improvement. Whilst we celebrate fabulous progress being made in all areas at the College, we continue to strive for continuous improvement.