Occupation:Education and training
Reference:*******
Selection Criteria
SC1 Professional Knowledge and Experience
Demonstrated knowledge and experience in positive behaviour support and working with children or adolescents with disability and additional needs, including understanding factors that may influence behaviour, regulation, engagement and participation within an educational setting.
SC2 Observation and Reasonable Adjustments
Demonstrated ability to observe and analyse student behaviour within context, identify relevant functional and environmental factors, and recommend proactive, positive and evidence-based adjustments that support student engagement and participation.
SC3 Documentation and Disability Inclusion
Demonstrated ability to prepare clear and concise qualified documentation outlining student functional needs, barriers, behavioural considerations and recommended supports.
Knowledge of the Victorian Disability Inclusion Profile process, or the ability to quickly develop this knowledge, is desirable.
SC5 Organisation and Skilled Practice
Demonstrated ability to work independently, manage competing priorities and maintain accurate professional records while providing proactive, evidence based and student centred behaviour support within a school environment.
Role
The primary focus of the role is to assist the Disability Inclusion team to understand and document students' functional and behavioural needs and identify reasonable adjustments that support engagement and participation at school.
Responsibilities
Key Responsibilities
Conduct observations of identified students undertaking a Disability Inclusion Profile.
Assist in identifying factors contributing to behaviours that impact student engagement and participation.
Provide recommendations for proactive, positive and reasonable adjustments within the school environment.
Prepare relevant behavioural and functional documentation to support Disability Inclusion Profiles.
Consult with the Disability Inclusion Coordinator, teachers and Education Support staff to understand current student needs and supports.
Participate in Disability Inclusion Profile meetings where required.
Where time permits, provide advice regarding reasonable adjustments for students currently supported through Disability Inclusion.
Qualifications
Relevant tertiary qualification in behaviour support, psychology, education, allied health or a related discipline.
Relevant professional registration or membership where applicable.
Current Working with Children Check and relevant requirements for employment within a Victorian government school.
Experience supporting children or adolescents with disability and behaviours of concern is highly desirable.
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) ******
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:
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:
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 athttp://
Location Profile
Wyndham Central Collegeis situated in one of Victoria's major growth corridors, approximately 30 minutes west of Melbourne, and provides education for students in Years 7 to 12 from across the Wyndham community.
The College is committed to delivering a rigorous, guaranteed, and viable curriculum,



enhanced by theAdvancement Via Individual Determination (AVID)program.
Through AVID, students develop the skills, strategies, and dispositions necessary to succeed in their learning and pursue their chosen pathways with confidence.
Wyndham Central College is proud to be one of the first schools in Australia recognised as anAVID Demonstration School, showcasing exemplary teaching and learning practices and the AVID University and Career Readiness System.
This recognition reflects the College's commitment to best practice in student success strategies, inquiry-based learning, collaborative teaching approaches, and university and career readiness.
The curriculum is enriched through a range of innovative and challenging programs designed to cater to diverse student interests and aspirations.
These include theYears 7-10 Enrichment and Victorian High-Ability Program (VHAP), theYears 7-10 Spanish Immersion Program (SIP), theMiddle Years STEM Academy, theFootball Development Program, and the distinction of being one of only threeHindi Beacon Schoolsin Victoria.
To further strengthen student outcomes and realise the College vision, all students develop aCareers Action Plan (CAP)and an individual learning plan commencing in Year 7.
These plans promote goal setting, reflection, and ongoing consultation between students, teachers, and parents/carers.
This strong three-way partnership is fundamental to student success and is supported by an extensive Tutor Advocate program, comprehensive pastoral care structures, whole-school wellbeing initiatives, a Student Services Centre, and a Community Hub.
Supporting the College's Educational Improvement Plan are modern, purpose-built facilities, including aTrade Training Centre, a dedicatedYear 7 Centre,Years 8 and 9 Centre, and aSenior Years Centre, each supported by dedicated administration teams.
Specialist learning environments include a state-of-the‐artScience and STEM Centre, aPerforming and Visual Arts Centrefeaturing an auditorium, and extensive indoor and outdoor sporting facilities, including a gymnasium.
These facilities are complemented by thoughtfully designed active and passive recreational spaces, extensive landscaping, and a student-centred library that supports study, research, and collaborative learning.
The College's leadership structure comprises thePrincipal Class Team, including the Principal and Assistant Principals, each with dedicated leadership portfolios.
This team is supported by Leading Teachers responsible for key areas includingYear Level Leadership (Engagement and Wellbeing),Literacy,Numeracy,Pathways and Transitions,AVID Pedagogy and Operations,Senior Years Program Management, andCampus Management.
Further strengthening instructional excellence are faculty-basedLearning Specialists, who lead Skilled Learning Communities (PLCs) and support the implementation of high-impact teaching practices and AVID instructional strategies across the College.
Applications close Thursday 3 September **** at *****pm
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📌 Behaviour Practitioner - Disability Inclusion (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne