Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Barwon South West - Warrnambool
Reference: 1548664
SC1 Student Engagement, Attendance and Behaviour
Demonstrated ability to support student attendance, engagement, behaviour and wellbeing through the application of established school procedures, effective communication and student-centred approaches.
SC2 Small-Group Intervention and Student Development
Demonstrated knowledge, experience or capacity to facilitate structured small-group interventions that develop students' interpersonal skills, emotional regulation, social communication and independence, including the ability to monitor student progress.
SC3 Organisation, Administration and Data Management
Demonstrated organisational and administrative skills, including the ability to maintain accurate student records, manage competing priorities, use school information systems and provide effective operational support to school leaders.
SC4 Communication and Relationship Building
Demonstrated interpersonal and communication skills, including the ability to establish positive relationships with young people, families and staff, manage challenging interactions and maintain confidentiality.
SC5 Flexibility, Initiative and Problem-Solving
Demonstrated capacity to work flexibly across different teams, respond to changing operational priorities, exercise sound judgement and maintain continuity of service when replacing absent staff.
SC6 Teamwork, Inclusion and Professional Practice
Demonstrated ability to work collaboratively with school leaders, teachers, Disability Inclusion and Wellbeing staff to support students with diverse needs, implement agreed strategies and contribute to an inclusive school culture.
Attendance during the school holiday periods is not required 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.
A. Junior and Middle Sub School Support - Two Days Weekly
Student Attendance and Engagement
Monitor and maintain student attendance records and homegroup attendance data.
Follow up student absences and communicate with families and relevant staff.
Assist Year Level Leaders to identify attendance concerns and emerging patterns of disengagement.
Generate attendance and engagement reports to support Tier 2 meetings and interventions.
Assist with attendance referrals and documentation as directed.
Support students with transitions, routines and engagement in school.
Student Behaviour and Wellbeing
Provide initial student wellbeing triage and refer concerns to appropriate staff.
Support students accessing designated regulation or engagement spaces.
Reinforce expected behaviours consistent with the College's Positive Classroom Management Strategies and school-wide behaviour expectations.
Assist with behaviour incident documentation and follow-up processes.
Support restorative processes and student re-engagement activities under the direction of relevant staff.
Communicate with students, families and staff regarding routine student matters.
Sub school Administration
Provide professional and responsive support to students, staff and families.
Maintain accurate student records and administrative documentation.
Assist with year-level events, assemblies, communication and recognition programs.
Support Year Level Leaders with student engagement data and administrative processes.
Maintain confidentiality and professional communication.
B. Disability Inclusion - Tier 2 Small-Group Interventions
Program Delivery
Facilitate structured small-group interventions for identified students using approved program resources and session plans.
Deliver programs that develop social communication, interpersonal skills, emotional literacy, self-regulation, executive functioning and positive relationships.
Adapt activities to meet students' communication, learning and developmental needs within approved program guidelines.
Establish safe, predictable and supportive group routines.
Model and reinforce appropriate social interactions and self-management strategies.
Encourage students to practise and transfer skills into classrooms, peer interactions and wider school settings.
Intervention Coordination and Monitoring
Work with the Disability Inclusion Leader and relevant staff to identify intervention goals for referred students.
Prepare resources and organise group sessions.
Maintain student participation, attendance and progress records.
Collect observations and evidence of student progress against identified goals.
Communicate student progress and emerging concerns to the DI Leader and relevant Year Level Leaders.
Contribute to intervention reviews and recommendations for continued, adjusted or concluded support.
Support the implementation of relevant IEP goals and documented adjustments.
Tier 2 Intervention Programs
Programs are selected according to identified student needs, available resources, staff training and the College's Tier 2 intervention priorities and may include:
Zones of Regulation.
Social Stencil.
Talkabout for Teens.
Social Thinking.
Brain Hacks.
Respectful Relationships activities.
C. Designated Sub School Assistant Replacement
This position is the designated replacement for either the Junior or Middle Sub school Assistant during planned or unplanned leave. Sub school replacement responsibilities take priority over the normal DI weekly allocation and the relevant Assistant Principal or delegate coordinates deployment.
During replacement periods, the employee will:
Assume the routine operational and administrative duties of the absent Sub school Assistant.
Maintain continuity of attendance monitoring, student engagement support and Sub school administration.
Respond to student and family enquiries.
Support Year Level Leaders with behaviour, wellbeing and attendance follow-up.
Maintain student records and complete required administrative tasks.
Coordinate with the relevant Sub school leadership team regarding daily priorities.
Communicate changes to DI intervention availability and scheduled small-group sessions.
The DI Leader adjusts intervention schedules and student support arrangements.
When the substantive Sub school Assistant returns, the employee resumes their normal allocation.
D. Professional and Administrative Responsibilities
Maintain accurate, timely and confidential student records.
Use Compass and other approved College systems effectively.
Participate in relevant Sub school, DI and MTSS meetings as required.
Follow Department and College policies relating to student wellbeing, inclusion, attendance, child safety and information sharing.
Undertake professional learning relevant to student engagement and Tier 2 intervention delivery.
Work collaboratively across Sub school, Disability Inclusion and Wellbeing teams.
Demonstrate the College values of Respect, Responsibility and Resilience.
The employee is expected to:
Undertake other duties consistent with the position classification as directed by the Principal or delegate.
Demonstrate effective communication, organisation and teamwork.
Maintain confidentiality and accurate student records.
Follow relevant Department and College policies and procedures.
Demonstrate Warrnambool College values of Respect, Responsibility and Resilience.
Qualifications:
Current First Aid and Anaphylaxis training qualification is desirable.
Ability to meet Department child safety and employment requirements.
Demonstrated experience supporting students with additional learning needs is desirable.
Willingness to undertake ongoing professional learning in student inclusion, first aid and wellbeing.
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
Applications must include:
A cover letter providing contact information including home address, email, and phone number.
A CV with a summary of experience, qualifications and your Working with Children Check (WWCC) number.
Specific Key Selection Criteria response.
The names, email addresses and contact details (email and phone) for two referees.
For ease of handling by the school, all documents (cover letter, CV, and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment Online. Please also ensure that your name is included in the header of each document.
Applicants seeking further information about the school or this position, are encouraged to contact the Jenny Waterhouse - Business Manager prior to the closing date of applications on 03 5564 4444 or email [email protected]
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks' notice.
Warrnambool College is a vibrant learning community, where your skills and contribution can make a real difference to our students and our future.
At Warrnambool College, we achieve success through Respect, Responsibility and Resilience. These core values underpin every aspect of our school culture and guide the way we work, learn and support one another. They are reflected in 'The Warrnambool College Way', which shapes our shared expectations and approach to learning and community.
We offer a challenging and engaging curriculum, provide regular feedback to families, and foster a caring environment where students learn to support one another and the wider community.
Warrnambool College is a Years 7-12 secondary school operating across two campuses in the City of Warrnambool, serving students from the city and surrounding rural districts. The College supports a diverse student community, with approximately 120 staff across leadership, teaching, wellbeing, education support and re-engagement roles.
We provide diverse learning pathways, including the SEAL Program, Sporting Pathway Program, a broad VCE offering, and the VCE Vocational Major, enabling students to pursue pathways suited to their strengths and future goals.
We are proud of our inclusive culture, supporting all students through programs such as the Stars and Clontarf Academies for Indigenous students, Rainbow Club and our Multicultural Leadership Group. Our strong music program features orchestras, rock bands, instrumental lessons, and regular performance opportunities, while sporting academies and a wide range of extracurricular activities allow students to develop skills beyond the classroom and build strong connections with their peers.
At Warrnambool College, we value people who are committed to making a positive difference and who want to be part of a collaborative, inclusive and forward-thinking school community.