Education Support - Classroom & Student Well-Being Focus

Department of Education & Training, Victoria; Colac; On-site; AUD 55,000 - 70,000; Full time

Job summary

Department of Education & Training, Victoria is seeking an Education Support role within Victorian government schools to assist with student wellbeing, learning support, and class activities. The role involves collaborating with teachers, providing targeted wellbeing interventions, and supporting students with special needs in a supervised environment.

Candidates should be prepared to work with school staff, implement individualized plans, and participate in professional learning to ensure safe,

Qualifications

• Experience with student wellbeing support and school policies.
• Ability to work with teachers and support staff.
• Understanding of student behaviour and de‑escalation.
• Knowledge of school guidelines and frameworks.

Responsibilities

• Apply proactive strategies and de‑escalation techniques to support students in distress.
• Deliver targeted well‑being routines under guidance from teaching staff.
• Respond to distress and basic first aid in crisis or health care situations.
• Assist with mobility and personal care as needed for individual students.

Skills

Student support guidelines

Team collaboration

Student wellbeing

Interpersonal communication

Education

Diploma in Mental Health

MHFA certification

Job description

• SC1: Demonstrated capacity to perform duties consistent with established guidelines and frameworks relevant to student support.
• SC2: Demonstrated capacity to work and collaborate effectively in a team environment with teachers and support staff.
• SC3: Demonstrated technical knowledge, training, or qualifications relevant to the specific role (e.g., student well‑being, mental health support, or complex needs).
• SC4: High‑level interpersonal and communication skills to support positive interactions with students, staff, and families.
• SC1: Demonstrated capacity to perform duties consistent with established guidelines and frameworks relevant to student support.
• SC2: Demonstrated capacity to work and collaborate effectively in a team environment with teachers and support staff.
• SC3: Demonstrated technical knowledge, training, or qualifications relevant to the specific role (e.g., student well‑being, mental health support, or complex needs).
• SC4: High‑level interpersonal and communication skills to support positive interactions with students, staff, and families.

[Attendance requirement for this position]

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Key Responsibilities & Typical Duties

• Emotional & Behavioural Co-Regulation: Apply proactive strategies, emotional regulation support, and de-escalation techniques for students experiencing distress or emotional dysregulation.
• Well‑being Interventions: Assist in delivering targeted well‑being or social‑emotional learning routines under the guidance of teaching staff or specialist well‑being personnel.
• Crisis & Health Care Support: Provide immediate, calm response and basic triage during student distress or health/behavioural incidents (e.g., executing emergency action plans or basic first aid).
• Physical & Personal Care: Provide routine physical care and assist with mobility, personal care, eating, or hygiene routines as required by individual student needs.

2. Classroom Support & Program Delivery

• Learning Assistance: Assist teachers in delivering differentiated learning activities, adjusting tasks, and modifying materials to meet individual learning plans.
• Small Group Work: Guide individuals or small groups of students (up to 4) through scheduled learning tasks and routine skill‑building exercises.
• Communication Support: Assist students in using personal communication devices, visual schedules, or alternative communication tools.

3. Administration, Communication & Teamwork

• Observation & Reporting: Provide routine feedback to teachers regarding student engagement, well‑being triggers, and progress toward individual goals.
• Classroom Preparation: Assist in preparing specialised learning resources, well‑being toolkits, and safe physical learning spaces.
• Collaboration: Participate in relevant professional learning, team planning, and student support discussions within established guidelines.

Selection Criteria

• SC1: Demonstrated capacity to perform duties consistent with established guidelines and frameworks relevant to student support.
• SC2: Demonstrated capacity to work and collaborate effectively in a team environment with teachers and support staff.
• SC3: Demonstrated technical knowledge, training, or qualifications relevant to the specific role (e.g., student well‑being, mental health support, or complex needs).
• SC4: High‑level interpersonal and communication skills to support positive interactions with students, staff, and families.

Role

[Attendance requirement for this position]

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Key Responsibilities & Typical Duties

• Emotional & Behavioural Co-Regulation: Apply proactive strategies, emotional regulation support, and de-escalation techniques for students experiencing distress or emotional dysregulation.
• Well‑being Interventions: Assist in delivering targeted well‑being or social‑emotional learning routines under the guidance of teaching staff or specialist well‑being personnel.
• Crisis & Health Care Support: Provide immediate, calm response and basic triage during student distress or health/behavioural incidents (e.g., executing emergency action plans or basic first aid).
• Physical & Personal Care: Provide routine physical care and assist with mobility, personal care, eating, or hygiene routines as required by individual student needs.

2. Classroom Support & Program Delivery

• Learning Assistance: Assist teachers in delivering differentiated learning activities, adjusting tasks, and modifying materials to meet individual learning plans.
• Small Group Work: Guide individuals or small groups of students (up to 4) through scheduled learning tasks and routine skill‑building exercises.
• Communication Support: Assist students in using personal communication devices, visual schedules, or alternative communication tools.

3. Administration, Communication & Teamwork

• Observation & Reporting: Provide routine feedback to teachers regarding student engagement, well‑being triggers, and progress toward individual goals.
• Classroom Preparation: Assist in preparing specialised learning resources, well‑being toolkits, and safe physical learning spaces.
• Collaboration: Participate in relevant professional learning, team planning, and student support discussions within established guidelines.

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:

Location Profile

Warracknabeal Special Developmental School¿s vision is to provide a safe and supportive community of lifelong learners where respect, diversity and success are valued and where students and staff are encouraged to reach their full potential both within the school community and beyond.

At the Warracknabeal Special Developmental School, we affirm the values of our society, which promote the dignity of the individual and fosters relationships based on Respect, Equity and Honesty.

These values underpin how all members of the school community work together, interact and support each other. It is expected that staff, student, parents, and the community in general all display these values when within our school environment or the wider community.

Warracknabeal Special Developmental School (SDS) is a dual-model special education setting located in the North Wimmera, approximately 340 kilometres from the Melbourne Central Business District, serving students with disabilities from Warracknabeal and the surrounding district of the Yarriambiack and parts of the Buloke Shires.

Warracknabeal Special Developmental School¿s new purpose-built facilities share the site with Warracknabeal Primary School and Warracknabeal Secondary College.

The school provides education programs for 5¿18-year-old students with mild, moderate and profound intellectual disabilities associated with physical, social, emotional, behavioural, multiple and sensory impairments. The school provides a specialised and challenging curriculum, utilising elements of TEACCH structured teaching to build a supportive environment that promotes personal independence and a valued lifestyle. The school curriculum is based on the Victorian Curriculum 2.0, with ASDAN¿s Towards Independence coursework forming our Senior Secondary pathway.

There are currently 33 students enrolled at the school, with 18 students in Years F‑6 and 15 in Years 7‑12.

The staffing profile of Warracknabeal Special Developmental School includes a principal, 4.4 full time equivalent (FTE) teachers, 10 FTE Education Support (ES) staff, and 1.0 FTE office administration staff. The ES staff includes classroom teaching aides, bus drivers, and bus chaperones. The school has three bus runs twice daily.

Who May Apply

The ideal candidate will possess:

• Desirable: Diploma of Mental Health or relevant mental health/well‑being qualification.
• Desirable: Current Accredited Mental Health First Aid (MHFA) certification.

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

Education Support - Classroom & Student Well‑being Focus Otway Shire, VIC, AU