Department of Education Victoria – Cranbourne VIC
14d ago , from Department of Education & Training Victoria
Cranbourne West Secondary College abuts rapidly growing residential areas in the suburb of Cranbourne. The school will work in partnership with the community to provide authentic learning opportunities and best academic and personal outcomes for all students. Cranbourne West Secondary College in the rapidly growing suburb of Cranbourne opening in January **** with 198 Year 7 enrolments. Currently the College has ****students across Year 7 to Year 11and is anticipated to grow beyond **** students in **** as we commence our first year of Year 12. Neighbouring schools are relatively large and Cranbourne West Secondary College is expected to grow quickly to meet residents¿ demand for excellence in education, consistent with the vision for the Education State.
Cranbourne West Secondary College will provide students with state of the art facilities in STEM, Visual Arts, Physical Education and Performing Arts spaces to cater for the learning needs of all students.
Commitment to Excellence and Inclusion
Cranbourne West Secondary College delivers the highest quality of education for all learners. As a Supported Inclusion School, Cranbourne West Secondary College sets strong culture of inclusion at a whole-of-school level. The innovative and evidence-based schools design is flexible and allows schools to have students with special needs in the classroom with their peers, utilise smaller spaces and/or run stand‐alone classes depending on the cohort of students.
Cranbourne West Secondary College staff deliver excellence by responding to the diverse needs of their students. We will provide staff access to a suite of Department educational resources and programs that support exemplary inclusive practice. Our College will demonstrate a strong commitment to outstanding post school outcomes for all students, be that University or other further study, apprenticeships, traineeships or full-time work.
School Vision and Values
Cranbourne West Secondary College fosters a love of learning. We respect inclusion, diversity and indigenous heritage. We aspire for continuous improvement in all our students as they grow into adulthood. We live by our motto, diversis viribus - ¿strength through diversity¿, and look forward to our students emerging as resilient, productive and cooperative members of the community.
Cranbourne West Secondary College¿s motto is Diversis Viribus - `Strength through Diversity¿; our values are intrinsically linked to this motto as we ASPIRE every day:
Acceptance - to accept someone is to acknowledge them, to recognize how they are different, and to say that it is okay. Acceptance is good!
Sincerity - the quality of being open and truthful
Perseverance - is not giving up. It is persistence and tenacity, the effort required to do something and keep doing it till the end, even if it's hard.
Inclusion - a group that's particularly welcoming to all kinds of people. To include someone is to intentionally pursue ways to make them feel welcomed, heard, and valued.
Respect - respecting myself, others and the school environment.
Excellence - the quality of excelling; possessing good qualities in high degree and continually striving to improve.
Selection Criteria
When addressing these criteria, applicants should provide specific examples from their experience,highlightingtheirabilitytorungroupsandworkaspartofamultidisciplinaryteam.
Demonstrated
Ability
to
Facilitate
and
Adapt
Small
Group
Programs
to read group dynamics and modify activities on the spot to ensure all students, regardless of their diverse needs, remain engaged and achieve the session's clinical goals.
High-Level
Collaborative
Practice
and
Interdisciplinary
Teamwork




Exceptionalinterpersonalskillswithaproventrackrecordofworkingconstructivelyalongside diverseprofessionals(therapists,teachers,andleadership).Demonstratedabilitytonavigate conflicting priorities, build consensus, and seamlessly integrate therapy goals into a busy classroom environment.
Expertise
in
Student
Engagement
and
Positive
behaviour
Support
Practical experience utilising positive behaviour support strategies, visual schedules, and sensory regulation tools to manage complex group dynamics. Must demonstrate the ability to keepgroupsfocusedandsafelydefusechallengingbehaviourswithoutdisruptingthelearning of others.
Strong
Communication,
Data
Collection,
and
Documentation
Skills
Proven capacity to communicate student progress clearly and concisely to staff, ensuring everyone is working toward the same goals. Strong organisational skills and diligence in monitoringstudentprogress,accuratelyrecordingdata,andmaintainingconfidentialrecords. Competencyintrackinggroupandindividualstudentoutcomesagainstspecificgoals,notingbehaviouralordevelopmentalshifts,andensuringalldocumentationmeetsbotheducational policy and allied health standard requirements.
Understanding
of
Trauma-Informed
and
Culturally
Responsive
Care
Astrongfoundationalunderstandingofhowtrauma,complexbackgrounds,anddiversecultural needs impact student learning and behaviour. Demonstrated ability to apply trauma-informed principles¿such as establishing predictability, safety, and trusting relationships¿within small group and classroom settings.
Role
The Allied Health Assistant (AHA) plays a critical role in bridging clinical therapy and daily classroom education within a Supported Inclusion school. Working under the delegation and supervision of qualified Allied Health Professionals (e.g., Speech Pathologists, Occupational Therapists,Physiotherapists),theAHAimplementstargetedtherapeuticprogramsdesignedto help students with disabilities access the curriculum and thrive socially.
This role has a strong focus on facilitating small-group interventions (such as social skills, emotionalregulation,andmotor-skillsgroups)andrequiresanexceptionalabilitytocollaborate seamlessly with teaching staff, education support (ES) staff, and the allied health team to ensure therapeutic strategies are embedded naturally into the school day.
Responsibilities
SmallGroupFacilitation&ClinicalSupport;
Deliver
Programs:
Runevidence-basedsmallgroupsessions(e.g.,finemotor,sensory regulation, language and communication, or peer socialisation groups) as prescribed by the supervising therapists.
In-the-Moment Adaptation:
Differentiate and adjust group activities in real-time to accommodatethevaryingphysical,cognitive,andsensoryneedsofindividualstudents within the group, including students with neurodivergence and intellectual disability
Classroom
Integration:
Supportthetransitionofskillslearnedintherapygroupsinto the mainstream classroom environment, modeling strategies for students and staff.
Collaboration&Teamwork;
Interdisciplinary Teaming:
Act as the vital link between the clinical team and the teachingstaff.Translateclinicaljargonintopracticalclassroomstrategiesforteachers.
Co-facilitation:
WorkalongsideclassroomteachersandEducationSupportstaffto co-facilitate inclusive group activities, ensuring shared goals are met.
Feedback
Loop:




Activelyparticipateinstudentcaremeetings,providingtherapistsand teacherswithobservationalfeedbackregardingstudentprogress,groupdynamics,and barriers to participation.
StudentEngagement&BehaviourSupport;
Group Dynamics:
Utilise proactive positive behaviour support strategies to maintain focus,encouragepeer-to-peerinteraction,andmanagedysregulationsafelywithingroup settings.
Resource
Creation:
Design,prepare,andmaintaintherapeuticresources,visualaids, and sensory tools required for group sessions and classroom use.
Documentation&Administration;
Data
Tracking:
Collectaccurate,timelydataduringandaftersmallgroupsessionsto monitor student progress against their Individual Education Plan (IEP) and therapy goals.
Record
Keeping:
Maintainconfidentialclinicalnotesandadministrativerecordsin accordance with school policies and allied health compliance standards.
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 (seeWorkplace 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 Protected 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
Relevant Qualification:
A Certificate III or Certificate IV in Allied Health Assistance (or equivalent). Alternatively, applicants currently enrolled in a relevant tertiary degree (e.g., Occupational Therapy, Speech Pathology) who have successfully completed clinical placements will be highly regarded.
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
#J-*****-Ljbffr

📌 Allied Health Assistant (School Based) (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne