Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1507892
We are looking for an enthusiastic and passionate individual to co-ordinate our Careers and Pathways programs, supporting students with mild intellectual disability.
Located in South Melbourne, Montague Continuing Education Centre (Montague School) is housed in a heritage building tracing its origin to 1889, when it was the Montague State School. The school is near public transport and is accessible for students from all areas of Melbourne.
Montague School provides a safe, supportive, friendly, and orderly learning environment that enables young people to connect with teachers and learning. It is a Special School for students aged 15 - 18 with a mild intellectual disability. All students are funded under the Program for Students with Disabilities (PSD) or the Disability Inclusion Profile (DIP). There are currently 25 students enrolled and it is envisaged reaching a capacity of 50 students within the next 2 years.
The school buildings and grounds include spacious classrooms, various teaching and learning spaces, library area, large hall (currently used as a dance studio), art room, maintained gardens, gymnasium and weight room, basketball/netball court with generous outdoor areas and a commercial kitchen. The school has recently completed a refurbishment with $2.7 million upgrades to the new building entry and associated Principal/General Office, student and staff amenities, Art room, Home Economics room, Technology hub/library classroom spaces and landscaping work.
Student enrolment is through a comprehensive application, orientation, and induction process. Enrolment at Montague School is based on a student's disability and associated educational needs. Subject to capacity, student intake may be at any stage of the year, providing the student is of school age and satisfies the eligibility criteria. Families who enrol at Montague School do so knowing that their child is capable of great things, with the awareness that they would benefit from a different approach to their education. Students entering Montague School join a community of true peers, something which can be transformative to their learning experience and academic success.
The programs at Montague School are guided by the principles that every student is valued and respected and has the right and the capacity to integrate fully into the community. Montague's educational programs are tailored to meet the individual needs and abilities of each student. The curriculum is challenging and hands-on with a vocational emphasis. The Victorian Pathways Certificate (VPC), the Victorian Curriculum, a range of VET modules and work experience placements is available. To improve the self-confidence and social skills of each student, the school offers a variety of programs e.g., Health and Physical Education, Cooking, Art, Music, Organised and Interschool Sport.
The principles that underpin the school's practice of teaching, knowledge and learning are designed to be enduring, challenging, and connected. These principles are founded on strong, positive, and supportive relationships. All students have an Individual Education Plan (IEP) and are introduced to learning at their point of need. Montague School has a structured Student Support Group (SSG) Week, once each term where students, staff, families, and connected services meet to review each student's IEP progress.
The school has a combined equivalent of 16 part-time/full-time staff, including Teachers, Education Support, Nurse, Youth Worker, Learning Specialist, Business manager and Principal. Staff work collaboratively in Professional Learning Teams (PLTs) to plan targeted instruction within the Victorian Curriculum context.
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.
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