Join Our Team

Join Our Team

16 January 2026

Program Support Officer (Permanent Part-Time)


Standing Tall in Hamilton Inc. (STiH) is an award-winning, not-for-profit, school-based mentoring program supporting children and young people from Grades 3–12 across the Southern Grampians Shire. We work alongside schools, volunteers, families and the broader community to ensure every child has equitable access to mentorship and positive adult relationships.

We are currently seeking a Program Support Officer to join our small, passionate team and support the delivery of our weekly school-based mentoring program.


About the Role

This is a permanent part-time position, working 10–20 hours per week during school terms, Monday to Thursday. Mentoring sessions take place between 10:30am and 3:30pm and are delivered on-site at our partner schools across the Southern Grampians.

The Program Support Officer plays a key role in ensuring mentoring sessions run safely, smoothly and in line with our values, Child Safe Standards and organisational policies. You will work closely with the Program Manager and Program Officer to support volunteers, students and school partners.


Key Responsibilities

  • Supervise volunteer mentors and student mentees during school-based mentoring sessions
  • Support the delivery of weekly mentoring sessions across partner schools
  • Assist with mentor onboarding, orientation and ongoing support
  • Maintain positive communication with mentors, students and school contacts
  • Respond to enquiries and support incident and near-miss reporting
  • Provide administrative and project support as required
  • Uphold all STiH policies, procedures and Child Safe Standards at all times

About You

You are someone who:

  • Enjoys working with young people and community volunteers
  • Is organised, reliable and able to manage competing priorities
  • Communicates clearly and professionally
  • Can work independently while being part of a collaborative team
  • Is values-driven and committed to child safety and community wellbeing

Skills, Experience & Requirements

  • Relevant qualifications or experience in youth work, education, social or community services
  • Experience supporting programs in a community, youth or school-based setting
  • Strong interpersonal, organisational and communication skills
  • Proficient computer skills (Microsoft Office)
  • Current Victorian Driver’s Licence and own vehicle
  • Working with Children Check (or willingness to obtain)
  • National Police Check (or willingness to obtain)
  • First Aid & CPR (or willingness to obtain)
  • Child Safety & Mandatory Reporting training (or willingness to obtain)

Employment Conditions

  • Permanent part-time (school terms only)
  • SCHADS Award 2010 – Level 2, Pay Point 1
  • First Aid allowance
  • Kilometre reimbursement for travel between work sites
  • Ongoing position subject to operational funding

Why Work With Standing Tall?

  • Make a meaningful difference in the lives of local children and young people
  • Be part of a values-led, community-focused organisation
  • Supportive and flexible working environment
  • Strong partnerships with schools and the local community

How to Apply

To apply, please submit:

  • Read the Position Description - Click here for an e-copy.
  • Contact our Program Manager for a confidential discussion and further information - 03 4520 9324.
  • Send an email to our Program Manager that includes:
    • Your current resume with recent referees
    • A brief cover letter outlining your suitability for the role based on the outlined skills, experience and role requirements listed above.

👉 Apply via email: programmanager@standingtallhamilton.com.au
📅 Applications close: 4pm on Friday 30th January 2026

Standing Tall in Hamilton Inc. is committed to child safety and the wellbeing of all children and young people.

Standing Tall in Hamilton acknowledges the Traditional Custodians of the land and in each of the communities in which we live and work, and pay our respects to Elders past, present and emerging.
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