Behaviour support practitioner

Occupation: Education and training

Reference: 1530700

Strathtulloh Primary School, Strathtulloh, Victoria.

• SC1: Ability to work as an effective and positive member of a multidisciplinary school wellbeing team. Strong understanding of trauma‐informed practice, disability inclusion, mental health, and student wellbeing frameworks within school settings.
• SC2: Demonstrated expertise and experience in Functional Behaviour Analysis (FBA) and positive behaviour support within educational settings.
• SC3: Demonstrated experience with supporting students with complex behavioural, social, emotional, and attendance‐related needs. Ability to facilitate individual and group learning for students, families and staff to build inclusive classroom practices and improve student engagement and attendance outcomes.
• SC4: Excellent communication and interpersonal skills, including ability to communicate effectively with a range of professionals, teachers and parents on service delivery and student‐based issues and to maintain strict confidentiality at all times.
• SC5: Excellent organisational and time‐management skills including ability to meet and exceed deadlines and display proactive and positive initiative.
• SC6: Ability to write reports and recommendations to support funding applications for identified students.

Please include the name, email address and phone number of at least 3 relevant referees who will need to complete a reference for you.

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 (e.g. 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 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.

• Conduct Functional Behaviour Assessments (FBA), including in‐class observations, data collection, analysis, and development of behaviour support recommendations.
• Support the Inclusion team with specific students for FBA for Disability Inclusion Profile funding, and attend required DIP meetings.
• Development, implementation and monitoring of individualised behaviour support plans for students presenting with complex behavioural, social or emotional needs.
• Provide practical, evidence‐informed strategies to improve student engagement, self‐regulation, attendance and participation in learning.
• Support the implementation of trauma‐informed, relationship‐based and strengths‐based approaches to behaviour support.

• Relevant tertiary qualifications in psychology, behaviour analysis or a related field.
• Demonstrated experience in Functional Behaviour Assessment and behaviour support planning.
• Experience working within schools or child settings is highly desirable.
• Current Working with Children Check and any relevant Department of Education requirements.

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability.

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD).

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.

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 the Department website.

The department's employees commit to upholding the department's values: Responsiveness, Integrity, ImperCapality, Accountability, Respect, Leadership and Human Rights. The 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.

• 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.