Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Other
Location: Melbourne - Eastern suburbs
Reference: 1500840
Please refer to our website http://www.rowvillesc.vic.edu.au/ for more information
DESIRABLE QUALIFICATIONS, KNOWLEDGE OR EXPERIENCE
Experience and/or qualifications relevant to working with school students in a school setting
and/or
A sub-major study in a trade specialist area;
or
Industry or Vocational Education and Training (VET) qualifications equivalent to Certificate IV or higher in the specialist area;
or
Certificate of proficiency in a relevant trade area;
or
Completion of an accredited `Course in safe use of Machinery for Technology Teaching (woodwork and metal work).
ESSENTIAL KNOWLEDGE AND EXPERIENCE
Demonstrated strong interpersonal communication skills.
Demonstrated experience in working effectively in a team environment.
Demonstrated capacity to deal with difficult behaviours and respond to the individual needs of students.
Demonstrated commitment to the HoL philosophy and fundamental elements of the methodology.
Demonstrated capacity to plan and deliver creative and/or construction-based projects.
Demonstrated ability to maintain detailed records.
Employee WWCC check required
In this part-time position, you will work 4 days (potential job share with 2 day option) per week with small groups of students aged 12-16 years
outside the classroom on practical school and community projects.
The role is all about learning by doing and being a role model, a mentor, and providing positive feedback to young people.
The program is long term and delivered in a crossage supportive environment where role modeling,
positive feedback and mentoring are found to be highly effective. As an in-school program, students
remain connected with their academic-based curriculum
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.
Rationale:
The main objective of the Hands on Learning (HoL) Instructor role- Artisan, is to work alongside the Head of HoL to provide a practical based engagement program for students through individual, school and community-based projects. This is a mentoring role where you will be a positive role model to students of differing needs and continuously provide positive feedback and support to young people who are at risk of disengaging or already disengaged from their schooling.
Scope of work:
Minimum Requirements:
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.