Role
Hours of Attendance: 8:00am to 4:06pm (30 minute lunch break)
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
The responsibilities of this position will be:
1. Work collaboratively with the college wellbeing team, to ensure that student needs are met with appropriate intervention in a timely manner.
2. Participating in all team meetings with regards to referral discussions and sharing best practice.
3. Receive and act on referrals for assistance from SSSC
4. Provide or facilitate the provision of guidance to students who may be self-referred or referred to the wellbeing team
5. Developing meaningful case plans and goal setting with students
6. Effective crisis management, when needed
7. Strong liaison with other key wellbeing team members and school leaders regarding cases
8. Keep relevant, professional and up-to-date case notes on identified students in order to monitor progress and develop support plans
9. Advocate for students were appropriate and facilitate further external referrals
10. Following College Wellbeing policies and procedures
11. Liaise with families, carers and workers regarding the students wellbeing needs involving phone contact and parent meetings including SSG where required
12. Attending care team meetings and other professional networks to support the student
13. Develop and implement targeted group interventions (including therapeutic) to identified students
14. Promote and facilitate pro-social activities and services, both within the school and in partnership with wider community agencies and support services.
15. Be involved in the planning and organisation of celebration days/events, information sessions and assembly presentations
16. Establish good relationships with students, acting as a role model and responding to the needs of each individual child with empathy and understanding
17. Support teachers to understand and respond to student wellbeing needs and offer professional development
18. Attend school excursions and camps as required
19. Support in ESC school programs – Breakfast Club, Dogs Connect, Doctors In Secondary Schools, High Needs Transition, GROW and CONNECT.
20. Support and engagement of external Programs
21. Support the development of safety plans, behaviour support plans, absence from school plans where required
22. Attend student meetings as required
23. Perform other duties appropriate to the classification, at the Principals discretion
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
24. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
25. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
26. A probationary period may apply during the first year of employment and induction and support programs provided.
27. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Conditions of Employment
28. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
29. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
30. A probationary period may apply during the first year of employment and induction and support programs provided.
31. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
OUR COLLEGE
Eaglehawk Secondary College (ESC) is a Year 7 - 10 college, which focuses on the needs of students in preparation for senior school pathways, further study and the workforce. Students from the college progress on to undertake the VCE or equivalent at Bendigo Senior Secondary College with which ESC have a very strong partnership as a member of the Bendigo Education Plan cluster schools.
The college has a student population of 600 students drawn from Eaglehawk, Bendigo and the adjacent rural areas. The college has been completely rebuilt with outstanding facilities including four Learning Communities: Design and Technology building, Performing Arts Centre, Global Learning Centre, Food Technology areas, Gymnasium, a purpose-built Innovation Learning Centre for STEAM and an onsite reengagement Connect Program.
STUDENT ENGAGEMENT
A wide range of teaching and learning strategies are employed by teachers to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.
The major features of ESC are:
32. A well-balanced curriculum that has breadth, depth, engagement, and challenge.
33. Opportunities for students to thrive in an Connect Program that support students who are at risk, therefore enabling them to remain connected to educational opportunities and the school community.
34. Personalised learning opportunities that increase agency and voice in learning.
35. Literacy and Numeracy programs catering for personalised learning.
36. Applied and practical learning experiences with VCE and VET opportunities utilising industry standard facilities and equipment.
37. 1:1 Netbook Program.
38. Programs to support Indigenous students.
39. Tutor supported program for Karen students.
40. A Teacher Advisor Program committed to the learning, wellbeing, and engagement of students.
ICT
ESC maximises learning technologies through the 1:1 Netbook Program. Parents are kept informed of their child’s learning and attendance via COMPASS platform. Every student in the College is resourced with a netbook computer and connected on-line for their learning and assessment.
RESPONSIVE & INNOVATIVE CURRICULUM
A wide range of teaching and learning strategies are employed to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.
Curriculum initiatives include:
41. E-Learning across the curriculum
42. Pathways opportunities which include Work Experience and Head Start
43. VET and VCE provision at Year 10.
44. High needs transition program for at risk students Year 6 moving to Year 7
45. Year 10 transition program to Bendigo Senior Secondary College
46. Breadth of subject and elective offerings across the curriculum across years 7-10
47. Courses are designed and aligned with Victorian Curriculum in the areas of English, Mathematics, Humanities, Arts, Science, LOTE, Design and Technology and Health and Physical Education.
48. Opportunities to undertake specialist programs as part of the BEP cluster secondary schools initiative including the Athletic Development Program and STEAM
49. RACV Energy Breakthrough, Bendigo Instrumental Music Program (BIMP) and Marrung Performing Arts Program
PARENT ENGAGEMENT
Parents obtain regular feedback about student progress and competencies through:
50. Ready to Learn conferences and Parent / Teacher / Student interviews at the start of each semester.
51. Progressive student assessment and reporting information available through COMPASS for each units of work. The college is reporting using online technologies.
52. End of semester reports on Victorian Curriculum progress via COMPASS
53. Course Counselling Day for subject selection for years 8 – 10.
COLLEGE FACILITIES
Our school has been built to cater for a long-term enrolment of 800 students. The school is designed on principles that have created modern school buildings capable of supporting a wide variety of new teaching and learning approaches. The school design allows for:
54. Personalised learning for every student.
55. Curriculum that has breadth, depth, engagement and challenge.
56. Applied and practical learning experiences.
57. Each student having a Teacher Advisor for student wellbeing, mentoring and academic support.
58. Indoor-outdoor connections for learning. For example the GROW program and 3556 Magazine.
59. Student leadership opportunities. Student Executive Leadership Team (SELT)
60. Partnership programs with La Trobe University, Bendigo.
61. College Production.
SUPPORTING ALL STUDENTS
The facilities have a capacity to provide for a vast curriculum program including STEAM and Project Based Learning programs. The setting supports students to build effective relationships with their teachers and their fellow students.
LEARNING COMMUNITIES
Learning Communities accommodate up to 200 students. The community setting caters for their core curriculum classes and provides the base for their management and welfare as a group. Small teams of teachers provide home group (Teacher Advisor - TA) tutoring to small groups of students in each Learning Community, which will help develop a culture of high expectations, underpinned by a commitment to effort and hard work by all.
The flexible learning spaces, and network cabling, support the extensive use of Information Communication Technologies. The design of the neighbourhoods allow effective supervision of all students in the group and includes social spaces where personal relationships are formed.
Learning communities also include:
62. Studio classrooms for up to 25 students.
63. Interview spaces that can also be used as a workspace for three or four students.
64. Breakout spaces where a range of teaching and learning activities can occur.
Specialist Arts / Science studios and a link to specialist areas for Design and Technology Studies, Health and Physical Education and Performing Arts.