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 professional 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.

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.

SC5 Organisation and Professional Practice

Demonstrated ability to work independently, manage competing priorities and maintain accurate qualified records while providing proactive, evidence based and student-centred behaviour support within a school environment.

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 professional 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.

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.

SC5 Organisation and Professional 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 Complex Behaviour Support ES will work under the direction of the Principal, Assistant Principal and Leading Teacher 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 teac

📌 Behaviour Analyst (Melbourne)
🏢 Government schools
📍 Melbourne