Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1524657
Pakenham Secondary College is a Year 7-12 College located within the Cardinia Shire on Melbourne's South East fringe. The school now serves a large and diverse community within a designated urban growth corridor.
The College is committed to providing all students with learning opportunities designed to develop socially responsible citizens and build pathways to their futures. We are committed to continuous improvement. We value growth through connection.
The key values that underpin all our work at the College is based around the acronym SOAR.
S ocial and personal responsibility
This means everyone is accountable for their own actions and share responsibility for the development of a positive learning environment.
O pportunities for all
This means that all members of the school community are provided with a variety of learning opportunities to further develop themselves and participate in the decision-making process of the school.
A chieving personal best
This means there is an expectation that all members of the school community commit to a culture of excellence.
R espect and relationships
This means that the school recognises the importance of productive relationships, with all members of the school community showing respect for themselves, others and the environment.
The school community has become increasingly diverse with students from a variety of ethnic and racial backgrounds creating a diverse school population. It is anticipated that student enrolment numbers will be approximately 1130 in 2026. We are a great school offering outstanding opportunities to our students in the areas important to our College Community.
Learning growth and pathways
Sport
Performing Arts
Student Leadership and our Community.
The curriculum across Years 7 and 8 is based around a core plus elective model. Students in Years 9 and 10 combine their core subjects with more elective choices in areas of interest to them. Year 10 students also have the opportunity to access a VET or VCE subject. Senior students are able to access the VCE (including the Vocational Major) and a variety of VET courses and School Based Apprenticeships. The school is committed to supporting students in achieving at least one qualification upon the completion of their Secondary Education.
The school's Strategic Plan is focussed on improving student achievement, growth, engagement and well-being with the key focus areas and Key Improvement Strategies outlined below:
· Maximise student learning in literacy and numeracy:
o Develop, implement and embed a whole-school approach to formative and summative assessment.
o Build capability of staff to capture, analyse and utilise assessment and data to evaluate the impact of instructional strategies and determine the next stage of instruction for differentiated student learning.
o Build teacher capability to differentiate learning tasks to meet students at point of need.
· Strengthen students' agency, engagement and connectedness to school and peers:
o Strengthen opportunities for student voice, agency, and leadership
o Develop teacher capability to support students to set goals and monitor own learning progress
o Engage students to support the development of learning opportunities that are engaging and promote curiosity.
· Improve social and emotional wellbeing of all students:
o Develop and implement a tiered and responsive approach to support student wellbeing and inclusion (SWPB).
o Strengthen the partnership between staff, students, carers, and families to create a shared responsibility for student wellbeing
The College has recently received $11.3 million in funding as part of a Capitol Works Program with works scheduled to be completed in 2026.
Our College has also further developed its International Student Program. We view our International Students Program as a further means of adding to our already rich Cultural diversity at the College.
Pakenham Secondary College strives to implement the Child Safe Standards as outlined in Ministerial Order No.870 to ensure the safety and wellbeing of all students at the College and promote an organisational culture that manages the risk of child abuse and neglect. The school has developed policies and procedures specifically aimed at keeping children safe.
KSC1 Understanding of common approaches, policies, programs and research relating to student wellbeing and disability inclusion requirements.
KSC2 Demonstrated ability in the delivery of student and family wellbeing services in a relevant setting and, preferably experience working with schools in the area of student wellbeing and disability inclusion.
KSC3 Demonstrated ability to provide information, advice and support to teachers and families responsible for the management of students experiencing behavioural problems that are impacting on their learning outcomes.
KSC4 Highly developed communication and interpersonal skills, including the ability to work collaboratively, as part of a team and network with the wide range of people within the education and wider community.
KSC5 Demonstrated capacity to provide relevant and necessary observations to assist in the collection of data for the NCCD process.
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.
Role
This person will work with identified DI candidates providing counselling for social emotional learning objectives and social emotional recommendations for the classroom with minimum fortnightly 1:1 and/or small group work contact with identified students. Also working with staff and doing classroom observations, input in to IEP's and lead SSGs. This role would include input in to DIP applications and profile meetings.
Role:
· Assist the implementation, management, and monitoring of Disability Inclusion
· Provide strategic advice to the Executive Leadership Team regarding the allocation of Disability Inclusion funding, resources, and initiatives to enhance learning outcomes for students, particularly in their area of expertise, social and emotional learning.
· Prepare and make submissions for funding to support Disability Inclusion.
· Share oversight of creation of appropriate Disability Support Profiles.
· Provide expert advice to families, sub schools and teaching staff that enhances the learning opportunities of tier 2 and tier 3 students.
· Implement and monitor a case management process for tier 3 students.
· Support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings and determine whether other students with disability and additional needs could benefit from an IEP (Individual Education Plan).
· Be an advocate and champion for students with disability and additional needs ensuring students have voice and agency in the creation of their learning goals.
· Conduct school-based meetings with students, parents, sub schools and teaching staff.
· Assist in the collection and collation of data for the NCCD data collection process.
· Act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs.
· Maintain confidential case notes, records and statistical information in accordance with professional guidelines, ethical codes, health records, privacy legislation and school requirements.
· Other related duties as directed by the Principal or their delegates.
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
This position requires a minimum qualification as an Allied Health Professional and/or Master of Counselling or Master of Social Work.