1. Demonstrated capacity to identify, assess and diagnose a wide range of additional learning needs/learning disorders and the ability to provide teachers with advice and support to address these needs in the classroom.
2. Demonstrated capacity to work as part of a collaborative, multi-disciplinary professional team and contribute significantly to the achievement of the team. 
3. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues and providing evidence-based direct counselling support to clients with a range of mental health needs.
4. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.
5. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
6. Ability to provide professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.

Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school/s.  Provides a range of services and/or undertakes the analysis of complex problems that form part of the policy framework.

A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5.  Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities.

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.

• Work collaboratively as member of the Inclusion Team, Wellbeing Team and the school.
• Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students¿ wellbeing, learning and developmental outcomes.
• Conduct educational and psychological assessments.
• Support Disability Inclusion processes and testing, including the provision of high-quality advice and educational recommendations for Disability Inclusion Profile meetings, as well as preparing adjustments for student learning.
• Support staff in the development of high-quality Behaviour Support Plans, including conducting classroom observations and student voice/agency to incorporate effective strategies into plans.
• Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise.
• Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.
• Facilitate small group programs targeting developmental issues and/or behaviours with identified students as directed by the Inclusion and/or Wellbeing Leader.
• Develop and facilitate staff professional learning related to student learning, engagement, and development.
• Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
• Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.
• Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.

Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).