Program Coordinator - Metro

Employment

Full time/Part time, Permanent or Temporary

Subject

General

Sector

Government

Closing date

19 October 2026

23 days remaining

Posted 25 Sep 2026

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About 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

51%
49%

Socio-educational background

Below the Australian average

More disadvantage Average More advantage

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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