Job Description
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 07/10/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 142+772
Location Profile
About John Monash Science School
In 2010, The Department of Education and Training and Monash University collaborated to develop a secondary school designed to advance students with an interest in sciences, mathematics, and associated technologies. John Monash Science School is the expression of this unique educational partnership. Monash University has committed significant resources and has dedicated staff in both the Faculties of Education and Science to support students and staff of our school.
The vision for John Monash Science School is to be a nationally and internationally recognised centre for excellence in innovative research-based teaching and learning in the later years of secondary science, mathematics, associated technologies, resource development and pedagogy. The school will contribute to Victoria's, and the Nation's, long term economic, social, cultural and environmental goals through delivery of high quality and innovative education.
John Monash Science School will:
1. engage students through innovation in a relevant and integrated curriculum and investigation- based learning approaches;
2. provide pathways into senior secondary and university studies for high achievers pursuing Science and Mathematics;
3. develop high quality effective teaching strategies to be shared amongst teachers throughout the state; and
4. provide ongoing up-to-date knowledge in rapidly advancing areas of science.
Learning Environment and Curriculum
At John Monash Science School, we focus on providing students not only an education of the highest academic standard, but one which also encourages independent, creative thinking. Working with like-minded peers, expert teachers, and taking advantage of world-class facilities, students at our school are challenged and supported to grow and develop holistically in order to achieve their goals.
Inquiry-based learning is one teaching and learning approach at our school. Some of the documented benefits of this style of learning are that it:
teaches problem-solving, critical thinking skills, and disciplinary content
promotes the transfer of concepts to new problem questions
teaches students how to learn and builds self-directed learning skills
develops student ownership of their inquiry and enhances student interest in the subject matter
These skills are essential for our students to develop into `life-long learners' and give them an advantage for any further studies they choose to undertake.
For further information about our school, please visit our website - https://jmss.vic.edu.au/
Note: This role offers opportunities for growth and professional development. We welcome applicants interested in this position to contact Jeremy Mackinnon, Assistant Principal (Student Wellbeing, Achievement & Empowerment) for a confidential discussion.
Applicants should provide evidence of their experience and ability to meet the following selection criteria:
Selection Criteria
Applicants should provide evidence of their experience and ability to meet the following selection criteria:
KSC1: Substantial experience in the initiation, development and implementation of programs, procedures and policies that foster resilience in children and young people and address their social, emotional and educational needs.
KSC2: Capacity to provide expertise within a multidisciplinary professional team that fosters collaboration to achieve positive outcome within the student wellbeing area.
KSC3: Capacity to manage the delivery of a mindfulness program within the school community, as an enhancement of the school¿s Positive Education agenda.
KSC4: Highly developed capacity to assess, conceptualise and analyse student wellbeing issues, liaise with the appropriate school personnel and refer to internal or external agencies as appropriate.
KSC5: Highly developed communication, networking and interpersonal skills when communicating with a range of people in the education community and beyond.
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
Note: Opportunities for growth and professional development are available in this role. We welcome applicants interested in this position to contact Jeremy Mackinnon, Assistant Principal Student Wellbeing, Achievement & Empowerment for a confidential discussion.
COUNSELLING & WELLBEING SUPPORT:
To provide counselling to students in the management of educational, social and emotional difficulties. To liaise with Assistant Principal Student Empowerment & Achievement), House leaders / Mentors on student wellbeing issues.
To liaise with external agencies and specialists as per required by Assistant Principal;
To maintain record keeping via the JMSS Counselling Log in accordance with JMSS policies and DET policy;
To provide coaching to students requiring intensive support
MINDFULNESS:
To promote a whole-school approach to the practice of Mindfulness;
To provide Staff PD / Workshops on Mindfulness;
Build and maintain JMSS Mindfulness resources.
POSITIVE EDUCATION SUPPORT:
To support, promote and implement JMSS¿s direction with Positive Education - supporting students with strategies in building each of Positive Relationships, Positive Emotions, Positive Purpose, Positive Accomplishment, Positive Engagement and Positive Health.
To support staff in building Positive Education resources.
OTHER DUTIES:
To provide students support with SEAS (Special Entry Access Scheme) Applications; To attend Counselling Team and other relevant meetings;
To provide support for the school community in critical incidents;
To undertake any other responsibilities associated with this role as requested by the Principal and Assistant Principal (Student Empowerment & Achievement).
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
Other Information
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
Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
A section addressing the selection criteria and the requirements for application under the Who May Apply section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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
Job type: Full time / From 07/10/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 142+772
Location Profile
About John Monash Science School
In 2010, The Department of Education and Training and Monash University collaborated to develop a secondary school designed to advance students with an interest in sciences, mathematics, and associated technologies. John Monash Science School is the expression of this unique educational partnership. Monash University has committed significant resources and has dedicated staff in both the Faculties of Education and Science to support students and staff of our school.
The vision for John Monash Science School is to be a nationally and internationally recognised centre for excellence in innovative research-based teaching and learning in the later years of secondary science, mathematics, associated technologies, resource development and pedagogy. The school will contribute to Victoria's, and the Nation's, long term economic, social, cultural and environmental goals through delivery of high quality and innovative education.
John Monash Science School will:
1. engage students through innovation in a relevant and integrated curriculum and investigation- based learning approaches;
2. provide pathways into senior secondary and university studies for high achievers pursuing Science and Mathematics;
3. develop high quality effective teaching strategies to be shared amongst teachers throughout the state; and
4. provide ongoing up-to-date knowledge in rapidly advancing areas of science.
Learning Environment and Curriculum
At John Monash Science School, we focus on providing students not only an education of the highest academic standard, but one which also encourages independent, creative thinking. Working with like-minded peers, expert teachers, and taking advantage of world-class facilities, students at our school are challenged and supported to grow and develop holistically in order to achieve their goals.
Inquiry-based learning is one teaching and learning approach at our school. Some of the documented benefits of this style of learning are that it:
teaches problem-solving, critical thinking skills, and disciplinary content
promotes the transfer of concepts to new problem questions
teaches students how to learn and builds self-directed learning skills
develops student ownership of their inquiry and enhances student interest in the subject matter
These skills are essential for our students to develop into `life-long learners' and give them an advantage for any further studies they choose to undertake.
For further information about our school, please visit our website - https://jmss.vic.edu.au/
Note: This role offers opportunities for growth and professional development. We welcome applicants interested in this position to contact Jeremy Mackinnon, Assistant Principal (Student Wellbeing, Achievement & Empowerment) for a confidential discussion.
Applicants should provide evidence of their experience and ability to meet the following selection criteria:
Selection Criteria
Applicants should provide evidence of their experience and ability to meet the following selection criteria:
KSC1: Substantial experience in the initiation, development and implementation of programs, procedures and policies that foster resilience in children and young people and address their social, emotional and educational needs.
KSC2: Capacity to provide expertise within a multidisciplinary professional team that fosters collaboration to achieve positive outcome within the student wellbeing area.
KSC3: Capacity to manage the delivery of a mindfulness program within the school community, as an enhancement of the school¿s Positive Education agenda.
KSC4: Highly developed capacity to assess, conceptualise and analyse student wellbeing issues, liaise with the appropriate school personnel and refer to internal or external agencies as appropriate.
KSC5: Highly developed communication, networking and interpersonal skills when communicating with a range of people in the education community and beyond.
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
Note: Opportunities for growth and professional development are available in this role. We welcome applicants interested in this position to contact Jeremy Mackinnon, Assistant Principal Student Wellbeing, Achievement & Empowerment for a confidential discussion.
COUNSELLING & WELLBEING SUPPORT:
To provide counselling to students in the management of educational, social and emotional difficulties. To liaise with Assistant Principal Student Empowerment & Achievement), House leaders / Mentors on student wellbeing issues.
To liaise with external agencies and specialists as per required by Assistant Principal;
To maintain record keeping via the JMSS Counselling Log in accordance with JMSS policies and DET policy;
To provide coaching to students requiring intensive support
MINDFULNESS:
To promote a whole-school approach to the practice of Mindfulness;
To provide Staff PD / Workshops on Mindfulness;
Build and maintain JMSS Mindfulness resources.
POSITIVE EDUCATION SUPPORT:
To support, promote and implement JMSS¿s direction with Positive Education - supporting students with strategies in building each of Positive Relationships, Positive Emotions, Positive Purpose, Positive Accomplishment, Positive Engagement and Positive Health.
To support staff in building Positive Education resources.
OTHER DUTIES:
To provide students support with SEAS (Special Entry Access Scheme) Applications; To attend Counselling Team and other relevant meetings;
To provide support for the school community in critical incidents;
To undertake any other responsibilities associated with this role as requested by the Principal and Assistant Principal (Student Empowerment & Achievement).
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
Other Information
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
Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
A section addressing the selection criteria and the requirements for application under the Who May Apply section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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
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