Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Barwon South West - Greater Geelong
Reference: 1535122
The Allied Health Professional will work primarily within the Disability Inclusion Team and the Wellbeing Team to support a range of students across the school, including students with identified disabilities, students with Autism Spectrum Disorder (ASD), trauma-affected students, and students experiencing mild mental health concerns.
The Allied Health Professional will deliver standard professional services to students, drawing on a range of established strategies to assist young people to understand and cope with their daily functioning and learning, applying a holistic, person-centred approach to support and intervention within defined organisational parameters, with professional support and guidance close at hand.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
Student and Staff Support
Provide standard, evidence-based allied health support to students and guidance to staff in support of students with additional learning, disability, and wellbeing needs, within defined parameters and with professional support and guidance close at hand.
Program Development and Delivery
Contribute to and facilitate therapeutic and educational support programs that build student capability and independence, in line with established program frameworks.
Assessment, Planning and Case Management
Apply sound theoretical knowledge and practical expertise to assess student needs and deliver a range of services within generally defined parameters, retaining accountability for individual practice.
Training and Professional Development
Contribute to training and instruction within the professional field and individual scope of practice, supporting the work of colleagues involved in student support.
Collaboration and Stakeholder Engagement
Build and maintain effective working relationships with internal and external stakeholders to support coordinated student outcomes.
Health, Safety and Compliance
Ensure compliance with school and Department policies, procedures, and legislative requirements relevant to allied health and student support practice, seeking guidance from a manager or senior practitioner where deviation from standard procedure is required.
Technical Skills
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Requirements
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
MFG is a vibrant learning community that nurtures and serves the aspirations of girls. ¿We createlifelong learners who live the MFG traits as positive members of their communities.¿
In 2018 we consulted with the school community ¿ students, staff, and parents/carers - to develop a set of eleven traits, behaviours, and dispositions that we, as a school community, believe are important to foster in our students. These 11 traits are:
Surrounded by a supportive `sisterhood,¿ our young people aim to achieve excellent learning outcomes and develop qualities of character that will enrich their own lives and impact positively on the lives of others.
Matthew Flinders Girls (MFG) has a long and proud history. The original foundation stone was laid in 1856 when there were few other schools in Geelong. We are one of eight girls-only state educational providers (since 1940) and the only girls-only provider outside of the metropolitan area.
A group of ex-students, currently aged in their 70s and 80s, meets twice a year. Some students in the school are third generation members of the school community. There is an ever-growing Facebook presence of past student groups, and a College Alumni Facebook Page has been established to reconnect alumni and allows them to share stories. Our alumni are important to our school and return to share their learnings and stories
Our school is centrally situated within the business, arts, and sporting precincts of Geelong. It has excellent access to public transport (buses and trains). A proportion of students are from the immediate locality, but a considerable number come from outside the City of Greater Geelong, from areas such as Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee, and Anakie. There are more than 50 feeder Primary schools from where the students have been drawn over the past 5 years.
Our student population incorporates a diverse range of cultures, socio-economic backgrounds, and family blends.
In serving the aspirations of students, our curriculum provision and quality of teaching are fundamental. Curriculum in Years 7-10 is based on the Victorian Curriculum and is framed by challenging and provocative `essential questions.¿ A balance of explicit teaching and Inquiry Based Learning to Teaching and Learning is at the heart of learning in Years 7 ¿ 9. Our Teaching and Learning Model underpins the work and learning of our teachers with a distinct emphasis on differentiation, high impact teaching strategies, the power of formative assessment and the development of intellectual character.
A wide range of options is made available to Later Years students, including the opportunity to accelerate into VCE (Victorian Certificate of Education) studies. Our school offers a range of VCE units, access to some Vocational Education and Training Programs and Vocational Major.
MFG is an accredited member of The Academy of Select Entry Accelerated Learner Program (TAASS), the only one in the State which is in an all-girls¿ setting. This program gives students the opportunity to be selected at Year 7 according to academic and leadership potential to undertake an alternative curriculum for Years 7 to 9.
All students in Years 7 ¿ 12 participate in a Bring Your Own Device (BYOD) program. Students are encouraged to purchase the technology which best suits their needs for learning. The school outlines minimum specifications and recommended devices to support parents when making decisions.
Instrumental Music is a key component of our school¿s co-curricular Program. Students can learn voice, percussion, drums, singing, woodwind, brass, guitar, and keyboard at school. MFG is also the educational home of the Sweethearts, an exceptionally talented and well-known neo-soul all-girls music group that performs frequently in professional contexts, nationally and internationally.
A community garden has been established and exemplifies our school¿s permaculture focus of ¿earth care, people care and fair share.¿ A key component of the garden is the construction of an urban agricultural garden where students can grow healthy organic food and share this with people in our local community. It has also been the focus of a few environmental engineering. In addition, we have also started constructing tiny houses using recycled products.