Program Coordinator - Metro
Employment
Full time/Part time, Permanent or Temporary
Subject
General
Sector
Government
Closing date
19 October 2026
Posted 25 Sep 2026
Details look wrong? Report an errorAbout School of Special Educational Needs: Behaviour and Engagement
School type
Co-educational
Year range
K-12
School staff (FTE)
214.1
105.2 teaching · 108.9 non-teaching
Students per teacher
0.4:1
teaching FTE basis
Total enrolments
39
Indigenous students
31%
Language other than English
9%
Girls vs boys
20 girls · 19 boys
Socio-educational background
Below the Australian average
Source: ACARA My School data
Role description
School Of Special Educational Needs: Behaviour and Engagement (SSEN:BE) is seeking to establish a pool of Program Coordinators for permanent and fixed term, full-time and part-time vacancies which may arise during the 2027 school year. Appointments may be offered at any time for vacancies that commence during this period.
SSEN:BE is part of the network of specialist schools that operates under the Statewide Services pillar of Service Delivery. SSEN:BE provides educational support and services with schools for students who present with extreme, complex and challenging behaviours across a Kindergarten to Year 12 context. A continuum of consultative services including professional learning, consultative support and direct and indirect student support is delivered through Engagement Centres. The services of Engagement Centres are coordinated through SSEN:BE which provides the administrative structure that oversees and manages these services as a statewide model of supports for schools, teachers and students. The services complement other teams working in networks, regions and schools, supporting a greater number of students across the State. Support is available across the public school system.
Engagement Centres coordinate the K-12 provision of the following three services:
- Professional learning to improve student engagement and behaviour
- Consultative support for schools needing additional assistance with planning for those students with very complex needs
- Direct and indirect support for individual students exhibiting the most extreme, challenging and complex needs.
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