Secondary School jobs in Melbourne VIC

Selection Criteria

• Demonstrated Ability to Facilitate and Adapt Small Group Programs
  
  Experience delivering structured therapeutic or educational groups. Must demonstrate the ability to read group dynamics and modify activities on the spot to ensure all students, regardless of their diverse needs, remain engaged and achieve the session's clinical goals.
• 
  High-Level Collaborative Practice and Interdisciplinary Teamwork
  
  Exceptional interpersonal skills with a proven track record of working constructively alongside diverse professionals (therapists, teachers, and leadership). Demonstrated ability to navigate conflicting priorities, build consensus, and seamlessly integrate therapy goals into a busy classroom environment.
• Expertise in Student Engagement and Positive behaviour Support
  
  Practical experience utilising positive behaviour support strategies, visual schedules, and sensory regulation tools to manage complex group dynamics. Must demonstrate the ability to keep groups focused and safely defuse challenging behaviours without disrupting the learning of others.
• Strong Communication, Data Collection, and Documentation Skills
  
  Proven capacity to communicate student progress clearly and concisely to staff, ensuring everyone is working toward the same goals. Strong organisational skills and diligence in monitoring student progress, accurately recording data, and maintaining confidential records. Competency in tracking group and individual student outcomes against specific goals, noting behavioural or developmental shifts, and ensuring all documentation meets both educational policy and allied health standard requirements.
• Understanding of Trauma-Informed and Culturally Responsive Care
  
  A strong foundational understanding of how trauma, complex backgrounds, and diverse cultural needs impact student learning and behaviour. Demonstrated ability to apply trauma-informed principles¿such as establishing predictability, safety, and trusting relationships¿within small group and classroom settings.

Role

Responsibilities

• Small Group Facilitation & Clinical Support
  • Deliver Programs: Run evidence-based small group sessions (e.g., fine motor, sensory regulation, language and communication, or peer socialisation groups) as prescribed by the supervising therapists.
  • In-the-Moment Adaptation: Differentiate and adjust group activities in real-time to accommodate the varying physical, cognitive, and sensory needs of individual students within the group, including students with neurodivergence and intellectual disability
  • Classroom Integration: Support the transition of skills learned in therapy groups into the mainstream classroom environment, modeling strategies for students and staff.
• Collaboration & Teamwork
  • Interdisciplinary Teaming: Act as the vital link between the clinical team and the teaching staff. Translate clinical jargon into practical classroom strategies for teachers.
  • Co-facilitation: Work alongside classroom teachers and Education Support staff to co-facilitate inclusive group activities, ensuring shared goals are met.
  • Feedback Loop: Actively participate in student care meetings, providing therapists and teachers with observational feedback regarding student progress, group dynamics, and barriers to participation.

• Student Engagement & Behaviour Support
  • Group Dynamics: Utilise proactive positive behaviour support strategies to maintain focus, encourage peer-to-peer interaction, and manage dysregulation safely within group settings.
  • Resource Creation: Design, prepare, and maintain therapeutic resources, visual aids, and sensory tools required for group sessions and classroom use.

• Documentation & Administration
  • Data Tracking: Collect accurate, timely data during and after small group sessions to monitor student progress against their Individual Education Plan (IEP) and therapy goals.
  • Record Keeping: Maintain confidential clinical notes and administrative records in accordance with school policies and allied health compliance standards.

Who May Apply

Diversity and Inclusion

Child Safe Standards

DE Values

Other Information

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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