Selection Criteria

SC1. Student Relationships and Behaviour Support
Demonstrated ability to develop positive, respectful and trusting relationships with students with diverse learning and behavioural needs, and to provide consistent, patient and supportive assistance to promote positive behaviour, engagement and participation.

SC2. Understanding and Responding to Behaviour
Demonstrated ability to recognise and respond appropriately to a range of behaviours, including behaviours of concern, using positive, proactive and student-centred strategies. Demonstrated capacity to remain calm and consistent when supporting students experiencing heightened emotions or challenging behaviours.

SC3. Individualised Student Support
Demonstrated ability to follow and implement individual student support strategies, programs and behaviour plans, and to work collaboratively with teachers and other members of the school team to support the student's learning, wellbeing, communication and participation.

SC4. Communication, Teamwork and Professional Practice
Demonstrated interpersonal and communication skills, including the ability to communicate respectfully with students and work collaboratively with teachers, education support staff, families and other professionals. Demonstrated ability to maintain confidentiality and professional boundaries.

SC5. Child Safety, Inclusion and Initiative
Demonstrated commitment to child safety, student wellbeing, inclusion and the dignity of students with disability. Demonstrated capacity to use initiative, respond flexibly to changing student needs and contribute positively to a safe, supportive and inclusive school environment.

Role

The work hours for this position are:

Monday: 8:45am to 4:30pm

Tuesday to Friday: 8.45am to 3:15pm

Total Hours: 31.25

About the Role

Hamlyn Views School is seeking an experienced, compassionate and enthusiastic Education Support staff member to provide individualised support to a student with complex learning, communication and behavioural needs.

This is a specialised role, working closely with the students, classroom teachers and wider education support team to promote student wellbeing, safety, engagement and participation in school life.

The successful applicant will develop positive and trusting relationships with students and provide consistent, calm and supportive assistance throughout the school day. They will assist students to participate in classroom learning, social activities and the broader school environment while supporting the implementation of individualised behaviour and wellbeing strategies.

The role requires someone who is patient, resilient and able to remain calm and responsive when students are experiencing heightened emotions or behaviours of concern. The successful applicant will understand the importance of looking beyond the behaviour, recognising that behaviour can be a form of communication, and responding in a respectful and student-centred manner.

Working collaboratively with Leadership, classroom staff and other members of the school team will be an important part of the role. The successful applicant will be expected to follow individual student plans and strategies, provide feedback to relevant staff, attend meetings and contribute to a consistent approach to supporting the student's needs.

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.

Responsibilities

- Provide dedicated one-to-one support to students with complex behavioural, communication and learning needs.
- Develop and maintain positive, trusting and respectful relationships with students.
- Support students to engage in classroom learning, school routines and activities across the school environment.
- Implement individualised behaviour support strategies and student plans under the direction of the classroom teacher and relevant school staff.
- Assist students to recognise and manage emotions, develop self-regulation skills and use appropriate communication strategies.
- Recognise triggers, early signs of dysregulation and changes in student behaviour, and respond proactively and appropriately.
- Provide calm, consistent and predictable support, particularly during periods of heightened emotion or behaviours of concern.
- Support student safety and the safety of others by following agreed school procedures and individual behaviour support strategies.
- Assist with transitions between activities, classrooms and other areas of the school as required.
- Encourage student independence, participation, social interaction and sense of belonging within the school community.
- Work closely with classroom teachers and education support team to ensure consistency in support and approach.
- Communicate relevant observations, progress and concerns to classroom teachers and appropriate members of the school team.
- Assist with the implementation of strategies designed to reduce behaviours of concern and increase positive engagement and participation.
- Maintain student dignity, privacy and confidentiality at all times.
- Be flexible and responsive to student needs and use initiative within the parameters of student individual support plans.
- Contribute positively to a protected, inclusive, supportive and respectful learning environment.

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 secure, 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*******@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Hamlyn Views School is a Special Developmental School for students from Foundation to Year 12, located in Hamlyn Heights, Geelong. Our students have a diagnosed moderate to severe intellectual disability, with many also presenting with additional needs, including a significant proportion on the autism spectrum.

At Hamlyn Views, students are at the centre of everything we do. We provide a safe, inclusive and flexible learning environment that recognises each student's strengths, abilities and individuality, and supports them to engage, grow and succeed.

Our teachers, education support staff and allied health professionals work collaboratively to deliver high-quality, evidence-informed teaching and learning programs that promote independence, wellbeing and meaningful life skills. We hold high expectations for all learners and design learning experiences that enable students to reach their full potential and participate actively in their community.

Our vision is to be an outstanding provider of inclusive education that promotes individuality, fosters innovation and sets high expectations for all. Our core values of Learning, Safety and Respect underpin everything we do and align with our School-Wide Positive Behaviour Support approach.

Hamlyn Views School is committed to Respectful Relationships, Safe Schools and maintaining a zero-tolerance approach to child abuse, racism and discrimination. We actively foster a culture of inclusion, diversity, gender equality and safety for students, staff and families.

Be careful - Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad.

#J-18808-Ljbffr

📌 Behaviour Support (Geelong)
🏢 Government schools
📍 Geelong