Occupation:
Health and allied health
Reference:
*******
Selection Criteria
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.
SC4 Communication and Collaboration
Demonstrated high level communication and interpersonal skills, with the ability to work collaboratively with students, school staff, families and other professionals to develop consistent and appropriate approaches to student support.
Role
The Complex Behaviour Support ES will work under the direction of the Principal, Assistant Principal and Leading Teacher Secondary School to create a positive climate for learning focusing on the following:
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.
Undertake Protective Intervention Training
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 LT 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 Burwood East SDS.
If required, attend relevant student support group meetings.
Report any concerns to LT & 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.
Responsibilities
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
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.
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:




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:
To ensure your success in this role you will bring the following demonstrated skills, experience and knowledge:
committed to a leadership, mentoring and coaching role
dedicated to safe best practice & quality student centred care
an effective communicator, able to develop positive working relationships with various stakeholders
enthusiastic, compassionate & able to work collaboratively in a multidisciplinary team
excited to deliver education and manage specific portfolios or projects
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
Location Profile
At our safe and supportive school we work in teams to support our staff and students to create meaningful life-long impact!!!
Manorvale Primary School was established in **** and is located on the Werribee River and situated on the site named after the Manor House owned by the Chirnside family.
The Werribee River provided a boundary between the territories of the Woiwurong First Nations people to the northeast and the Wathawurrung to the southwest.
The school is organised in straight year level structure.
The school is predominantly English speaking but also contains students from a range of cultural backgrounds including refugee and asylum-seeking families.
30% of students come from non-English speaking background including refugee students.
45 of our students are indigenous Australians.
Staffing profile consists of 24 Teaching Staff and 14 Education Support Staff.
The school continues to use and examine data to inform and guide teacher practice.
The school is undergoing a transformation process where we have embedded the principles of the Science of Learning, guided by Rosenshine, and school wide operational expectations resulting in a calm and consistent learning environment.
The school is undertaking a $12.1 million capital works project to supply recent buildings.
At the **** student census the school had 290 students.
We are a mainstream primary school who welcomes all neighbourhood children to enrol and operates with an inclusive mindset to reduce barriers and provide access to learning.
We are proud to foster a strong, inclusive school culture grounded in respect and explicitly teach the school values of Respect, Responsibility, Resilience, Aspiring.
MPS strives for high academic achievement for all students and supports our teachers with developing learning sequences using the support of high-quality external materials such as Ochre, EMP, Corrective Reading Decodable Readers Australia, MulitLit & Maths Mastery.
We are critical consumers of the resources we engage with and tailor their use to the needs of our students.
We are proud to have partnered with La Trobe University and the Momentum Project, Classroom Mastery and Bronwyn Ryrie-Jones in **** and in the future.
We are seeking team member who is enthusiastic about contributing to a school community that embraces innovation, continuous improvement, and a deep commitment to every learner¿s success, including our teaching team.
The role for **** will focus on supporting the development of our teams in embedding high quality pedagogy which is aligned with our vision for our school.
Applications close Thursday 22 October **** at *****pm
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📌 Mental Health Practitioner - Behaviour Analyst (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne