Job Description
Full job description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1490574
Selection Criteria
1.Demonstrated Knowledge of student Wellbeing and diverse Needs. Ability to understand and support their social, emotional, and behavioural development including knowledge of trauma-informed practices.
2.Experience Supporting Student Wellbeing in a School and liase with allied health services that contribute to a safe and inclusive school environment.
3.Strong Communication and Interpersonal Skills. Excellent verbal and written communication skills, with the ability to build positive relationships with students, families, and staff, and to collaborate effectively within a multidisciplinary team.
4.Ability to Maintain Confidentiality and Manage Sensitive Situations with Discretion. Capacity to handle sensitive student information respectfully and appropriately, with a clear understanding of privacy obligations and child safety policies.
5.Understanding of and Commitment to Child Safety Standards. A clear understanding of the Victorian Child Safe Standards (or your relevant regional equivalent), and a demonstrated commitment to promoting the safety, wellbeing, and inclusion of all students.
Role
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
Key Responsibilities of a Wellbeing Support Officer
Provide Individual Support to Students
Work one-on-one with students experiencing social, emotional, or behavioural challenges, using evidence-based strategies to support their wellbeing.
Facilitate Small Group Programs
Plan and deliver small group sessions (e.g. social skills, emotional regulation, resilience-building, friendship skills) to help students develop positive relationships and coping strategies.
Support Whole-School Wellbeing Initiatives
Assist in implementing school-wide programs and activities that promote a positive and inclusive school culture (e.g. anti-bullying programs, mental health awareness days).
Collaborate with Staff and Families
Work closely with teachers, wellbeing coordinators, and leadership to identify student needs, share relevant observations, and contribute to support plans. Communicate respectfully with parents and carers as needed.
Monitor and Record Student Progress
Maintain accurate and confidential records of student wellbeing support, observations, and interventions, and contribute to formal wellbeing plans and reports.
Respond to Student Wellbeing Concerns
Assist in responding to daily wellbeing needs, incidents, or crisis situations under the guidance of the school wellbeing team or leadership.
Support Referral Processes
Assist in referring students to external services (e.g. psychologists, speech pathologists, child protection) in consultation with the school wellbeing coordinator or principal.
Contribute to a Safe and Inclusive Environment
Promote a culturally safe and respectful environment for all students, including those from Aboriginal and Torres Strait Islander backgrounds, CALD communities, and students with disabilities.
Participate in Professional Learning
Engage in relevant training and development activities to enhance knowledge of student wellbeing practices and child safety standards.
Uphold Child Safety and Privacy Standards
Follow school policies and legal obligations related to mandatory reporting, confidentiality, and the protection of children's rights and safety.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
Arnolds Creek Primary School opened its doors to students in Grade Prep to Grade 6 at the start of 2015. The school is located in the City of Melton and has been built in response to the rapidly developing local area. It is located at 59 Claret Ash Blvd, Melton West (in the Arnolds Creek Estate).
The educational purpose of our school is to focus on the following:
Building a sense of community within the school
Supporting the development of skills and attributes for lifelong learning
Inspiring aspiration amongst the young people of the area
Providing young people with a range of experiences which can support the development of social capital in the local community
Instilling a sense of belonging, engagement and identity amongst students.
The learning and teaching approach will focus on a differentiated approach for all, and the provision of learning experiences which cater for the individual students within each home group. The curriculum, whilst integrated, and with support from a range of specialist teachers, will have a strong focus on the excellent teaching of literacy and numeracy with programs that help to ensure each child is reaching their potential.
The design of the school will include two sub schools, one junior and one senior and they will have an individual identity and dedicated learning areas extending from inside to outside. Specialist spaces will include - physical education, performing and visual arts, science, and a resource facility. The school will have a strong focus on student well-being, which will foster a safe and secure environment for all members of the school community.
Arnolds Creek Primary School is now seeking to appoint a Graduate Teacher.
The successful candidate will commence in Term 1, 2026 and will work closely with Leadership and continue to establish our school.
At Arnolds Creek Primary School we are looking for staff with the following characteristics:
High levels of energy, enthusiasm and passion;
Capacity to self-manage and self-regulate;
Have high expectations of themselves and others;
Demonstrate and model resilience and optimism;
Flexible, creative and approachable;
A commitment to ongoing learning and development;
Applications close Thursday 11 September 2026 at 11.59pm
Posted
29 August 2026
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1490574
Selection Criteria
1.Demonstrated Knowledge of student Wellbeing and diverse Needs. Ability to understand and support their social, emotional, and behavioural development including knowledge of trauma-informed practices.
2.Experience Supporting Student Wellbeing in a School and liase with allied health services that contribute to a safe and inclusive school environment.
3.Strong Communication and Interpersonal Skills. Excellent verbal and written communication skills, with the ability to build positive relationships with students, families, and staff, and to collaborate effectively within a multidisciplinary team.
4.Ability to Maintain Confidentiality and Manage Sensitive Situations with Discretion. Capacity to handle sensitive student information respectfully and appropriately, with a clear understanding of privacy obligations and child safety policies.
5.Understanding of and Commitment to Child Safety Standards. A clear understanding of the Victorian Child Safe Standards (or your relevant regional equivalent), and a demonstrated commitment to promoting the safety, wellbeing, and inclusion of all students.
Role
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
Key Responsibilities of a Wellbeing Support Officer
Provide Individual Support to Students
Work one-on-one with students experiencing social, emotional, or behavioural challenges, using evidence-based strategies to support their wellbeing.
Facilitate Small Group Programs
Plan and deliver small group sessions (e.g. social skills, emotional regulation, resilience-building, friendship skills) to help students develop positive relationships and coping strategies.
Support Whole-School Wellbeing Initiatives
Assist in implementing school-wide programs and activities that promote a positive and inclusive school culture (e.g. anti-bullying programs, mental health awareness days).
Collaborate with Staff and Families
Work closely with teachers, wellbeing coordinators, and leadership to identify student needs, share relevant observations, and contribute to support plans. Communicate respectfully with parents and carers as needed.
Monitor and Record Student Progress
Maintain accurate and confidential records of student wellbeing support, observations, and interventions, and contribute to formal wellbeing plans and reports.
Respond to Student Wellbeing Concerns
Assist in responding to daily wellbeing needs, incidents, or crisis situations under the guidance of the school wellbeing team or leadership.
Support Referral Processes
Assist in referring students to external services (e.g. psychologists, speech pathologists, child protection) in consultation with the school wellbeing coordinator or principal.
Contribute to a Safe and Inclusive Environment
Promote a culturally safe and respectful environment for all students, including those from Aboriginal and Torres Strait Islander backgrounds, CALD communities, and students with disabilities.
Participate in Professional Learning
Engage in relevant training and development activities to enhance knowledge of student wellbeing practices and child safety standards.
Uphold Child Safety and Privacy Standards
Follow school policies and legal obligations related to mandatory reporting, confidentiality, and the protection of children's rights and safety.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
Arnolds Creek Primary School opened its doors to students in Grade Prep to Grade 6 at the start of 2015. The school is located in the City of Melton and has been built in response to the rapidly developing local area. It is located at 59 Claret Ash Blvd, Melton West (in the Arnolds Creek Estate).
The educational purpose of our school is to focus on the following:
Building a sense of community within the school
Supporting the development of skills and attributes for lifelong learning
Inspiring aspiration amongst the young people of the area
Providing young people with a range of experiences which can support the development of social capital in the local community
Instilling a sense of belonging, engagement and identity amongst students.
The learning and teaching approach will focus on a differentiated approach for all, and the provision of learning experiences which cater for the individual students within each home group. The curriculum, whilst integrated, and with support from a range of specialist teachers, will have a strong focus on the excellent teaching of literacy and numeracy with programs that help to ensure each child is reaching their potential.
The design of the school will include two sub schools, one junior and one senior and they will have an individual identity and dedicated learning areas extending from inside to outside. Specialist spaces will include - physical education, performing and visual arts, science, and a resource facility. The school will have a strong focus on student well-being, which will foster a safe and secure environment for all members of the school community.
Arnolds Creek Primary School is now seeking to appoint a Graduate Teacher.
The successful candidate will commence in Term 1, 2026 and will work closely with Leadership and continue to establish our school.
At Arnolds Creek Primary School we are looking for staff with the following characteristics:
High levels of energy, enthusiasm and passion;
Capacity to self-manage and self-regulate;
Have high expectations of themselves and others;
Demonstrate and model resilience and optimism;
Flexible, creative and approachable;
A commitment to ongoing learning and development;
Applications close Thursday 11 September 2026 at 11.59pm
Posted
29 August 2026
💡 Quick Summary
Seeking a career-building opportunity? The Student Wellbeing and Support position is now open for candidates interested in the Education Jobs sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Education Jobs is a plus.
