Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1480805
Melton FLO (Flexible Learning Options) cater for secondary school students who are disengaged, or at risk of disengaging, with mainstream schooling within the Melton and Brimbank area of Victoria, where student referrals are received directly from these secondary schools. The key objectives of our FLO programs are to support and re-engage students with positive learning experiences in an alternative flexible education setting to improve their literacy, numeracy, and personal development and to re-engage with mainstream education, or transition into further education, training and/or employment.
Melton FLO offers three accredited re-engagement FLO programs:
The CaLM campus located in Kurunjang, Victoria, is registered as a campus of Melton Secondary College with all FLO programs operating within Department of Education Victoria policies, procedures, and guidelines.
The CaLM and VPC programs operate out of the CaLM campus located in Kurunjang, Victoria whereas students within the FLIP program have a blended learning timetable where they study online from home and are also provided face to face education support at the Melton Library and the CaLM campus. The CaLM program caters for up to 35 students from year 7-10 and FLIP caters for up to 60 year 7-10 students. The VPC is offered for up to 15 Melton FLO students. Many FLO students have experienced a degree of trauma and present with learning difficulties, social, emotional, and mental health issues, low attendance, and challenging behaviours.
The Melton FLO programs have a team of highly trained staff including a Campus Principal, three Leading Teachers, eight teachers, three Education Support staff, a Wellbeing Coordinator, a Transitions and Pathways Advisor, an Education Support Leader, and an Administration Assistant.
The FLO programs aim to support students to re-engage with mainstream education or follow a positive pathway into further education or training. It is personalised and aligned with the year 7-10 Victorian Curriculum and supported by a therapeutic approach based on the Berry Street Education Model. Onsite class sizes are small, and the academic program consists of literacy, numeracy, personal development, health, sport, nutrition, arts, music, technology, pathway planning and work-related skills. FLIP Melton is an online personalised program which seeks to reconnect students with learning, to engage them as leaders of their own learning and to help them achieve the learning and personal goals they negotiate through and directly with their Learning Mentor (VIT registered teacher).
Vision: At Melton FLO we are committed to providing all students an engaging, empowering, and inclusive learning environment where they feel safe, respected and can achieve their personal best - academically, emotionally, and socially.
Safety:
We prioritise the physical and emotional safety of all members of Melton FLO by creating and maintaining an inclusive learning environment where everyone feels protected from harm, bullying, discrimination, and any form of violence.
Safety enables everyone to feel comfortable without fear or judgement of individual needs.
Respect:
We respect ourselves, others, and our environment by showing kindness and acceptance towards the opinions, backgrounds, and unique abilities of all members of Melton FLO.
Respect is demonstrated by considering shared spaces, resources, and expectations.
Personal best:
We encourage all members of Melton FLO to continuously challenge, reflect and persist in reaching our personal best.
Personal best is developing and enhancing ourselves emotionally, socially, and academically.
Melton FLO staff purpose
The Melton FLO team exists to develop others to enable student growth.
Our overarching school goal is to further develop a learning environment that engages students in their own learning and supports the development of positive wellbeing and behaviours. Our school vision of `At Melton FLO we are committed to providing all students an engaging, empowering, and inclusive learning environment where they feel safe, respected and can achieve their personal best ¿ academically, emotionally, and socially¿ recognises that young people need both access to high levels of academic learning as well as social and emotional learning as described in the Capabilities of the Victorian Curriculum. Students will develop these capabilities when the explicit teaching of positive behaviours and mindsets occurs throughout the curriculum and daily interactions with staff. Students will feel safe, respected, and valued to perform at their personal best when the FLO structures and processes supports the delivery of this curriculum, routine positive interactions and feedback and a strong Student Voice. Students will feel greater ownership of their learning when they are provided with high quality feedback and student progress data and the opportunity to regularly engage in goal setting and reflection.
Our agreed staff behavioural framework
At Melton FLO, all staff:
Further information is available from the Campus Principal, David Reid on 0422 116 971
SC1 Demonstrated high level communication and organisational skills with the ability to work independently and collaboratively, understand the processes to provide comprehensive careers and pathways advice to students, parents/guardians and colleagues.
SC2 Demonstrated understanding of the educational, career and pathway needs of vulnerable young people who have been disengaged from school, as they transition through secondary education, with the ability to identify issues that prevent students achieving success and to develop strategies and programs to support them.
SC3 Demonstrated knowledge of work experience, VET and alternate programs including regulations and procedures.
SC4 Demonstrated proficiency in the use and delivery of technology, specific to careers education resource tools and the capacity to maintain data integrity.
SC5 Demonstrated capacity to work in collaboration with key stakeholders to plan strategically, manage and implement career and industry specific projects and events.
SC6 High level understanding of the needs of marginalised and vulnerable children who may have experienced complex trauma, including the barriers, enablers, and the ability to engage each child to progress their learning.
[Attendance requirement for this position]
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.
Required
Desirable
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