Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Other
Location: Melbourne - Western suburbs
Reference: 1485833
KSC 1: Demonstrated ability to build strong, respectful relationships with young people, particularly those who are disengaged or have complex needs.
KSC 2: Demonstrated experience supporting students to follow school routines and expectations, including uniform, attendance and class engagement.
KSC 3: Demonstrated capacity to conduct active, targeted yard supervision to reduce truancy and improve classroom engagement.
KSC 4: Demonstrated ability to work independently while contributing positively to a team.
KSC 5: Understanding of child safety, duty of care, and professional conduct in a school setting.
The Community Mentor plays a vital role in supporting students to be ready to learn and fully engaged in the school day. Working as part of the Student Services team, Community Mentors build strong relationships with students and provide calm, consistent support to uphold school routines and expectations.
The role includes a strong focus on proactive and responsive engagement with students, including uniform support, truancy follow-up, classroom transitions, and one-on-one mentoring. A key part of the role involves being visible and active across the school grounds, including targeted yard support identifying students who are out of class, checking in with them, and helping them re-engage with learning. Community Mentors also support the implementation of student engagement and behaviour plans and contribute to case management for priority students.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
We believe that our students flourish when we create an environment of high support and high expectations. We focus on learning, wellbeing, and their interconnectedness above all else.
Our staff are united by moral purpose. We come to work each day in service of our community. We are deeply connected to our work because of, not in spite of, the challenges that young people face.
Our school serves 1400 students with a team of more than 170 staff. Each one of them are known and noticed. We see partnership with families as critical to our students¿ success. We believe that together, our community has everything that our young people need to thrive in life.
We pride ourselves on a strong staff culture that fosters psychological safety with strong relationships, agreed trademark behaviours and genuine conversations about what matters most. Our trademark is not just a statement, it is enacted. We model and reward trademark behaviours in each other and we challenge when we let them slip.
Melton Secondary College is a place of growth for our staff in both teaching and leadership. At our school, teachers learn to be excellent practitioners developed by a pipeline of leaders. We have an exceptionally strong induction program for staff joining the College that serves both experienced and beginning practitioners.
We have a whole-school approach to curriculum, where strong practitioners invest in writing strong curriculum which allows teams and individual teachers to spend less time working out `what¿ to teach and more time focussing on `how¿ to teach the content in a way that is highly effective for their specific students.
We believe that if we invest in every staff member to support them to be their best, our students will be best-placed to thrive. In 2024 we are introducing a 9-day face-to-face fortnight option for our staff. This will allow them to benefit from a non-student contact day in their fortnight, creating opportunities for flexible work and regular opportunities for recharging and for deep thinking and reflection.
We use best-practice models to ensure deep learning. Our instructional model LEARN is based on the Marzano/Pollock GANAG model and is used with fidelity in our classrooms. Our resource management systems are supported by partnerships with Office365, Compass and Apple through our Year 7-9 iPad program. A BYOD program is offered to our Year 10-12 students.
Students begin the day connecting in with themselves and each other in a 6-minute morning circle as part of our Social Emotional Learning program.
We have opportunities for staff who are passionate about being highly impactful teachers who lead learning. Currently we are deepening our work with a focus on writing and social emotional learning assessment. We are also actively supporting opportunities for new and existing staff to promote extracurricular programs in the Performing Arts, Sport and Rugby Academy, the VCE Vocational Major, and Student Leadership.