2027 Behaviour Support Practitioner ES

Department of Education Victoria; Melbourne; On-site; AUD 90,000 - 110,000; Full time

Job summary

Buckley Park College in Essendon, Victoria, seeks a dedicated Behaviour Support Practitioner (BSP) to join its Wellbeing Team. You will apply Functional Behaviour Analysis, lead personalised supports, and collaborate with staff, families and external agencies to improve engagement and wellbeing.

The role focuses on targeting students with complex behavioural and attendance needs, providing case management and coaching to teachers to strengthen inclusive practices across the school.

Qualifications

• Relevant tertiary qualifications in psychology, behaviour analysis, or a related field.
• Experience in Functional Behaviour Assessment and behaviour support planning.
• Experience working in schools or with child and adolescent settings is desirable.
• Working with Working with Children Check and Department of Education requirements.

Responsibilities

• Conduct Functional Behaviour Assessments (FBA) and develop behaviour support recommendations.
• Lead development and monitoring of individualised behaviour support plans for complex needs.
• Provide strategies to improve student engagement, self-regulation, attendance, and participation.
• Coach teachers on Tier 1 and 2 classroom strategies and inclusive practices.
• Support staff with proactive strategies grounded in positive psychology and restorative practices.
• Collaborate with families and external agencies for complex case management.

Skills

FBA expertise

Positive behaviour support

Collaboration with teachers

Trauma-informed practice

Complex case management

Communication & coaching

Professional learning delivery

Education

Tertiary qualifications in psychology / behaviour analysis

Job description

Department of Education Victoria – Essendon VIC

1d ago , from Department of Education & Training Victoria

Buckley Park College is a vibrant, inclusive secondary school serving the Essendon community and surrounding areas since 1963. Guided by our motto, ¿Build Your Wings,¿we are committed to developing confident, capable and compassionate young people who are well prepared for life beyond school.

As a medium-sized, single-campus co-educational school (Years 7¿12), Buckley Park College offers the best of both worlds: a broad and challenging curriculum alongside a strong sense of connection and belonging. We pride ourselves on knowing our students well and creating an environment where every learner is supported to grow, achieve and thrive.

Our approach to teaching and learning is intentional, evidence-informed and focused on continuous improvement. We prioritise strong foundations in literacy and numeracy, while also providing rich opportunities for extension, creativity and critical thinking across all learning areas. Students are supported and challenged through clear instructional practices, consistent expectations and a commitment to high-quality feedback.

Buckley Park College is deeply committed to inclusive education. We work to ensure that all students, regardless of background, ability or pathway, are known, valued and supported. Through targeted interventions, differentiated teaching and a strong focus on student voice and agency, we aim to maximise growth for every learner.

Our staff are highly skilled and collaborative professionals who engage in ongoing and targeted professional learning. This ensures a shared focus on improving teaching practice and student outcomes and keeps learning responsive to the evolving needs of our students.

Wellbeing and engagement are central to our work. We foster a safe, orderly and respectful learning environment where clear expectations are paired with strong relationships. Our whole-school approach supports students to develop resilience, make positive decisions and contribute meaningfully to the school community.

Buckley Park College offers a wide range of co-curricular and enrichment opportunities, enabling students to explore their interests and develop their talents across sport, the arts, leadership and academic extension programs. These experiences complement classroom learning and help students build confidence, teamwork and a sense of purpose.

We are proud of our strong community connections and the positive reputation of the College. Our graduates leave Buckley Park College as capable, reflective and future-focused young people, equipped with the knowledge, skills and character to succeed in further education, employment and life.

Selection Criteria

• Demonstrated expertise and experience in Functional Behaviour Analysis (FBA) and positive behaviour support within educational settings.
• Demonstrated capacity to work collaboratively with teachers and school leaders to build inclusive classroom practices and improve student engagement outcomes.
• Strong understanding of trauma-informed practice, disability inclusion, mental health, and student wellbeing frameworks within school settings.
• Demonstrated experience supporting students with complex behavioural, social, emotional, and attendance-related needs.
• Highly developed interpersonal, communication, coaching, and case management skills, including the ability to work effectively with families and external agencies.
• Capacity to design and deliver professional learning and contribute to whole-school improvement initiatives.

Role

Position Summary

The Behaviour Support Practitioner (BSP) is a member of the Wellbeing Team at Buckley Park College and reports to the Wellbeing Manager and Assistant Principal responsible for Student Engagement and Wellbeing.

The BSP is employed within the Department of Education and brings specialist expertise in Functional Behaviour Analysis (FBA), behaviour support, and student engagement. The BSP role sits within the Wellbeing Team and supports the school through specialist expertise, with targeted support provided to students, staff, and families within the parameters of Department of Education frameworks, policies, and available school resources.

The BSP works collaboratively with school leaders, teachers, education support staff, students, families, and external agencies to strengthen inclusive practice, build staff capability, and support positive student engagement, wellbeing, and learning outcomes

Responsibilities

Functional Behaviour Support

• Conduct Functional Behaviour Assessments (FBA), including in-class observations, data collection, analysis, and development of behaviour support recommendations.

• Support the Inclusion team with specific students for FBA for Disability Inclusion Profile funding, and attend required DIP meetings

• Lead the development, implementation, and monitoring of individualised behaviour support plans for students presenting with complex behavioural, social, or emotional needs.

• Provide practical, evidence-informed strategies to improve student engagement, self-regulation, attendance, and participation in learning.

• Support the implementation of trauma-informed, relationship-based, and strengths-based approaches to behaviour support.

Teacher Coaching and Capacity Building

• Provide coaching and consultation to teachers and Education Support staff in relation to Tier 1 and Tier 2 classroom strategies, positive classroom management, and inclusive practices.

• Work collaboratively with teachers to strengthen engagement for learning through reflective practice and problem-solving approaches.

• Support staff to implement proactive strategies such as those grounded in positive psychology, connection before correction, unconditional positive regard, and restorative practices.

Student Engagement and Complex Case Support

• Monitor and respond to chronic and emerging attendance concerns, including students presenting within `School Can’t` frameworks.

• Collaborate with Sub-Schools, the Principal Team, Wellbeing staff, and Student Support Services (SSS) to support complex case management.

• Contribute to student support group meetings, case conferences, and collaborative planning processes with families and external agencies.

• Support family engagement and communication in partnership with relevant school staff.

Wellbeing Team Support

• Contribute to the day-to-day triage and operational support of the Wellbeing Team.

• Maintain accurate records, documentation, and case notes in accordance with DET policy and school processes.

• Participate in multidisciplinary team meetings and contribute to whole-school wellbeing initiatives.

• 1:1 and small group student wellbeing support.

Transition Support

• Support successful student transitions, including:

  • primary to secondary school transition

  • transition between sub-schools

  • preparation for senior years learning pathways and engagement supports.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Qualifications and Experience

• Relevant tertiary qualifications in psychology, behaviour analysis, or a related field.
• Demonstrated experience in Functional Behaviour Assessment and behaviour support planning.
• Experience working within schools or child and adolescent settings is highly desirable.
• Current Working with Children Check and any relevant Department of Education requirements.

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*******@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

Other Information

No job description available

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 https://www2.education.vic.gov.au/pal