Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference:
Location Profile
Eastern Ranges School is an F-12 specialist school for students with Autism and an Intellectual Disability located in the Eastern Metropolitan Region of Melbourne.
The school has an enrolment of approximately 200 students. There are approximately 100 staff at the school comprising of teachers, educational support staff and a multi-disciplinary therapy team. The staff reflect a diverse, capable and committed team who strive to support the needs of our students and are the foundation of our engaging and positive community.
Facilities include age appropriate classrooms and playgrounds, therapy rooms, library, a gymnasium, sports court and pool. We also have the Depot (to develop and build work ethics and employability skills), a primary school kitchen and industry standard kitchen, Eastern Ranges Coffee Beans Café run by our barista trained students, a contemporary living centre that develops functional living skills, and a professional learning centre which supports our commitment to lifelong learning for our school and wider community.
Our school is a safe, nurturing place where students can thrive within a community bound by our values of teamwork, respect, inclusion, responsibility, achievement and optimism and driven by our shared commitment to create safe, respectful and responsible learners. These School Wide Positive Behaviour Support values underpin all aspects of school life and are evident in our interactions and practices.
Individualised programs of learning in line with the Victorian Curriculum are carefully planned and delivered to our F-9 students, with the Victorian Pathways Certificate (VPC) available at years 10, 11 and 12.
Structured teaching is used to provide routine and predictability and to assist our students to make sense of the expectations placed upon them. We set high expectations for all, and review evidenced based practices ensuring our students receive the very best educational opportunities. Specialist teaching programs are in the curriculum areas of Visual Arts, Performing Arts, Health and Physical Education, Swimming and Music.
Teachers work in collaboration with education support staff to deliver personalised programs that meet student¿s needs. Access to learning is supported through strategies developed in collaboration with parents through a multi-disciplinary approach. The team includes Speech Pathologists, Occupational Therapists, Music Therapists, and a Psychologist.
The School is further supported by a committed and informed School Council and governing body. Collectively we work together to reach aspirational goals that define Eastern Ranges as a centre for exemplar ASD practice within the community
Selection Criteria
Complex Behaviour Support: Selection Criteria 2026
SC1. How will you demonstrate and establish positive relationships with students and staff?
SC2. How do your skills and experience prepare you for the Complex Behaviour Support role at Eastern Ranges School?
SC3. What makes an effective staff member when working with students demonstrating complex behaviours?
SC4. Describe a time when you have supported a student with complex behaviours. What did you do and what was the outcome?
Role
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
* Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
* Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
* Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
* Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
Complex Behaviour Support: Role Description 2026
ERS is committed to engaging students with their learning through the establishment of a Complex Behaviour Support team.
The Complex Behaviour Support team will work under the direction of the Principal, Assistant Principals, SWPBS Learning Specialist and the Mental Health and Wellbeing Leader to create a positive climate for learning focusing on the following:
* student wellbeing
* staff capacity building
* managing complex behaviours
* assessing complex behaviours and implementing evidence-based interventions to promote positive behaviour change
Skills and Capabilities:
To be successful in this role, the employee needs to have the following skills and capabilities:
* Demonstrated successful experience working with students with complex behaviours.
* Evidence of well-developed oral and written communication skills with an ability to use these to engage with stakeholders including students, teachers, school leaders, carers and families, and specialist services to influence change and manage complex issues.
* A willingness to learn new techniques and approaches.
* Demonstrated capacity to use evidence-based practices to assess, plan, and implement behaviour support plans and strategies tailored to the unique needs of each individual student.
Dimensions of work include:
* Perform and/or supervise tasks that are carried out in accordance with SWPBS guidelines, accepted DET practice and school policy. This may include the supervision and coordination of other education support staff within the work area or educational program.
* Supervision and coordination to ensure routine tasks are performed to required standards.
* Specialised support and accountability to achieve the goals of our AIP related specifically to creating a positive climate for learning for students and staff.
* Provide support to teachers, education support staff and students that promotes positive engagement and enhances wellbeing.
* Assisting staff with data collection, identification of behaviours of concern, development of strategies and behaviour support plans, implementation and review.
* As part of a team undertake the role of Team Teach Trainer to deliver relevant and up to date training to staff at ERS as required, under the direction of the SWPBS Learning Specialist, Assistant Principals and Principal.
* Supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher, may be necessary.
* Support students with specific social and emotional needs to engage with school.
* As required, contribute to the development of high-quality programs that promote wellbeing and engagement throughout the school.
* Facilitate intensive support for students with specific social, emotional and educational needs through school-based interventions and case management as required.
* Assess, plan and intervene in wellbeing programs for students with specific social, emotional, and educational needs who are at risk of disengaging from school.
* Advise the SWPBS LS and Principal Class of any critical incidents impacting upon a student¿s wellbeing in a timely manner.
* Adhere to all relevant policies as set by Eastern Ranges School.
* If required, attend relevant student support group meetings.
* Report any concerns to PCO and if required, to relevant external services such as Child First or Child Protection within a timely manner.
* Work as a member of the Complex Behaviour Support Team, adhering to the agreed protocols.
* Attend Complex Behaviour Support meetings and further professional learning as required.
* Promote student rights, engagement and wellbeing.
* Exemplifies the Eastern Ranges School four SWPBS expectations and ensure that all practises align with these four expectations:
* Safe: will this enhance student and staff safety?
* Respectful: will this enhance relationships with students, staff, families and the community?
* Responsible: are we meeting our legal and ethical responsibilities?
* Learner: are students and/or staff teaching/learning?
Classroom Responsibilities may include:
* Provides routine support for teachers including assisting with planning of student routines
* Supports communication between teachers and parents
* Communicates with teachers on routine matters related to students and/or other responsibilities
* Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
* Communicating with student/s to support comprehension of basic tasks and information
* Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
* Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
* Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
* Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
* Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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 (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
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.
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
Applications close Friday 30 January 2026 at 11.59pm
Posted
17 January 2026