Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1544030
Selection Criteria
SC1: Demonstrated ability to model, mentor and coach other education support staff members positively supporting the learning, engagement, wellbeing and social connections for students with additional needs.
SC2: Demonstrated ability to support student safety and positive behaviours, including supporting other staff to understand:
· triggers for challenging behaviour
· how to identify and record the ABC model (Antecedent, Behaviour, Consequence) to collect data and identify possible functions of behaviour
· appropriate strategies to respond to behavioural challenges
· the implementation, monitoring and review of Behaviour Management Plans.
SC3: Demonstrated skills in supporting students receiving Tier 3 funding, including working with the Disability Inclusion Leader to support and coach other staff through the Disability Inclusion Profile process and communicating the individual adjustments and supports being implemented for students.
SC4: Demonstrated leadership skills in cultivating a team environment that is positive, purposeful, productive, flexible, collaborative and encourages initiative.
SC5: Experience delivering student learning intervention programs and the capacity to support and coach others to do the same.
SC6: Demonstrated organisational skills, including the development and coordination of timetables, student learning support documentation and assessment records, and the ability to interpret student data to inform the delivery of Education Support services.
Role
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.
Position Purpose
The Education Support Leader provides day-to-day leadership, supervision and coordination of the school's Education Support team and is accountable for the effective coordination and delivery of Education Support services across the school.
The position provides direction to Education Support staff, coordinates the allocation of staff and resources, supports consistent practice and works collaboratively with teachers, school leaders and relevant professionals to ensure students receive appropriate and effective support.
The Education Support Leader works with a degree of autonomy within established Department and school policies, procedures and expectations. The position exercises initiative and judgement in responding to day-to-day operational and student support needs and provides advice to school leadership on matters relating to Education Support provision.
The position does not assume the professional responsibilities of teachers or other appropriately qualified staff. Complex performance, conduct, industrial and other significant human resource matters remain the responsibility of the Principal or delegated school leaders.
Responsibilities
Responsibilities
1. Leadership and Supervision of Education Support Staff
- Provide day-to-day leadership and supervision of Education Support staff across the school.
- Coordinate the allocation of Education Support staff to classrooms, programs and student support requirements in collaboration with school leaders.
- Establish and adjust staff priorities and timetables in response to student needs, staffing changes and school priorities.
- Clarify roles, responsibilities and expectations and support staff to work effectively within agreed arrangements.
- Monitor the delivery of Education Support services and follow up routine issues where expectations or agreed arrangements are not being met.
- Provide mentoring, modelling, coaching and guidance to Education Support staff to support effective practice and professional growth.
- Support the induction of new Education Support staff and assist them to understand school procedures, expectations and relevant student support approaches.
- Promote a positive, respectful and collaborative team culture that values initiative, shared responsibility and professional conduct.
- Identify and resolve routine operational or staff matters where appropriate, referring complex performance, conduct or management matters to the Principal, Assistant Principal or Disability Inclusion Leader.
2. Coordination of Student Support
- Coordinate the day-to-day provision of Education Support services in response to student learning, engagement, wellbeing, behaviour and social needs.
- Work with teachers and school leaders to coordinate appropriate Education Support for individual students and groups of students.
- Support Education Support staff to understand and consistently implement agreed student support strategies, adjustments and programs.
- Coordinate the allocation of staff and resources to support students with additional needs.
- Support consistent communication between Education Support staff, teachers, school leaders and relevant specialists.
- Monitor the implementation of agreed supports and identify matters requiring review or further consideration.
- Maintain appropriate confidentiality and ensure student information is managed in accordance with Department and school requirements.
3. Operational Coordination
- Coordinate the day-to-day operation of the Education Support function across the school.
- Develop, maintain and adjust Education Support timetables and staff allocations in collaboration with the Disability Inclusion Leader.
- Coordinate arrangements for staff absences, changes in student needs and emerging operational priorities.
- Maintain appropriate student support documentation, records and other relevant Education Support information.
- Identify operational issues affecting the effective delivery of Education Support services and provide advice or recommendations to school leadership.
- Support the consistent application of relevant school procedures and expectations across the Education Support team.
4. Professional Practice and Collaboration
- Work collaboratively with teachers, school leaders, Disability Inclusion staff, allied health professionals and other relevant personnel to support student outcomes.
- Contribute relevant Education Support knowledge and practical advice to planning and review processes.
- Support Education Support staff to develop their knowledge, skills and confidence in working with students with additional needs.
- Facilitate opportunities for Education Support staff to share effective practice, resources and strategies.
- Support the consistent implementation of agreed school approaches and practices.
- Contribute to the ongoing improvement of Education Support processes and service delivery.
5. Child Safety, Wellbeing and Compliance
- Promote and support a child safe environment in accordance with Department and school policies and procedures.
- Ensure Education Support staff understand and follow relevant child safety, wellbeing, privacy, risk management and duty of care requirements.
- Support staff to respond appropriately to student wellbeing, behaviour and safety concerns and complete relevant child safety training.
- Identify and communicate risks or concerns relating to students, staff or the delivery of Education Support services.
- Maintain professional confidentiality and appropriate records in accordance with school and Department requirements.
6. Communication and Advice
- Provide timely advice to the Principal, Assistant Principal and Disability Inclusion Leader regarding Education Support staffing, service delivery, student support needs and emerging issues.
- Communicate priorities, expectations, changes and relevant information clearly to Education Support staff.
- Foster constructive working relationships between Education Support staff, teachers, school leaders and other members of the school community.
- Represent the Education Support team in relevant meetings and discussions as required.
- Contribute to a positive and professional school culture through respectful and solution focused communication.
Accountability and Decision Making
The Education Support Leader:
- Is accountable for the effective day-to-day coordination and delivery of Education Support services across the school.
- Provides day-to-day supervision, direction and support to Education Support staff.
- Exercises initiative and judgement in allocating staff, establishing priorities and responding to routine operational and student support matters.
- Makes decisions within established Department and school policies, procedures and delegated responsibilities.
- Monitors the implementation of agreed Education Support arrangements and follows up routine issues.
- Provides advice and recommendations to the Principal and Assistant Principal on matters affecting Education Support service delivery.
- Escalates complex, sensitive or significant performance, conduct, industrial, wellbeing or management matters to the Principal or Assistant Principal.
- Works collaboratively with teachers and appropriately qualified professionals, recognising that professional educational, clinical and specialist decisions remain with the staff member or professional with the relevant responsibility and expertise.
Working Relationships
The Education Support Leader works collaboratively with:
- Principal and Assistant Principal
- Education Support staff
- Classroom and specialist teachers
- Disability Inclusion Leader and relevant school-based wellbeing support staff
- Allied health and other specialist professionals
- Students and families
- Department of Education staff and relevant external agencies.
Staff Wellbeing and Workplace Culture
- Foster a collaborative, respectful and professional Education Support team.
- Build positive working relationships through open communication, trust and mutual respect.
- Support colleagues to resolve operational issues in a constructive and solution focused manner.
- Promote a positive workplace culture that values teamwork, professionalism and continuous improvement.
- Support the Principal and Assistant Principal in implementing practices that contribute to staff wellbeing and engagement.
- Model professional conduct and contribute to a harmonious and inclusive workplace.
Other Duties
- Undertake other duties within the scope of the role as directed by the Principal.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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.
Child Safe Standards
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
DE Values
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
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
School Vision.
Watsonia Heights Primary School has a commitment to providing a safe, caring environment where children are encouraged to develop as individuals and well planned programs are provided to engage students and help them maximise learning opportunities and become lifelong learners.
Values.
- Success. - Teamwork. - Respect. - Individuality.
- Visionary. - Effort.
Watsonia Heights Primary School is a medium sized school arranged in multi-aged classes in Junior, Middle and Upper school. The school operates a number of specialist programs which include: Visual Arts, Physical Education, Mandarin, Science, Library, Computer, Music, Reading Recovery, Enrichment and Language Support programs.
Watsonia Heights places a strong emphasis on Literacy and Numeracy as well as individual development through quality depth and breadth of curricular programs and extra-curricular activities.
Guiding Principles.
At Watsonia Heights Primary School great emphasis is placed on developing each individual child to their maximum potential within a society that is constantly changing by:
- Identifying individual needs.
- Giving equal opportunities to every child to achieve success.
- Using a range of teaching styles and strategies.
- Providing specialist programs across a diverse range of disciplines and interests.
A whole school approach to discipline emphasises anti-bullying and high levels of caring, tolerance and support for others.
At Watsonia Heights Primary School classrooms are situated in three main buildings and outside play areas are extensive.