Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Hume - Wangaratta
Reference: 1549375
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.
As the Coordinator you be responsible for all aspects of the delivery of the OSHC program. You will:
Lead the session of care (After School Care)
Undertake the completion of administrative tasks, accurately and in a timely manner, including, but not limited to, the completion of medical records, collection of data, staff records and other recording keeping matters as required. Develop and implement our Educational Program and follow the My Time Our Place (MTOP) Curriculum Framework
Develop and implement operational policies and procedures specific for OSHC as set out by the Education and Care Services Nation Law Act 2010 and Education and Care Services National Regulations 2011 and as required.
Manage promotion of the program
Coordinate and maintain the enrolments of students in accordance with the Education and Care Services Nation Law Act 2010 and Education and Care Services National Regulations 2011 and policies and procedures of the service.
Ensure the inclusion of all children and young people within the service, including those with additional care needs
Manage the OSHC budget requirements provided and account for expenditures in accordance with school procedures to ensure food, resources and supplies are maintained and Child Care Subsidy (CCS) rebates are claimed.
Manage, monitor and undertake the preparation of nutritious food for students ensuring this is done in a healthy and safe manner in accordance with Food Handling Health and Nutrition guidelines, policies and procedures.
Work creatively and efficiently to implement both verbal and written skills, with the ability to write and communicate at a high-level
Prioritise and meet deadlines
Demonstrate initiative and capacity to work with minimal supervision and be autonomous
Demonstrate ability to maintain confidentiality
Be a high performer and multi-tasker
Have a high level of professionalism and work ethic
Work hard to build a strong rapport with our families and the wider community
Bring a high level of working knowledge, skills, and abilities to the role to support the service to exceed the National Quality Standards
Attend professional development opportunities as appropriate to ensure knowledge and skills are up to date with current practices and trends in the OSHC sector.
Undertake other duties, which from time to time may reasonably be required, under the scope of the OSHC Coordinator role.
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
Greta Valley Primary School opened in 1993 as the result of the merger of the two remaining local schools and following the closure of several others over the preceding years. As a result, the children are all bussed to school from a wide area around the school comprising Greta South, Hansonville, Greta, Greta West, Lurg, Upper Lurg, 15 Mile Creek, Ryans Creek, Upper Ryans Creek and Molyullah. These far-flung districts support two major centres, Wangaratta and Benalla. Our exit students will complete secondary school at any one of five secondary schools in one of these two locations. Our intake of prep students each year may have attended any one of nine different kindergartens. Parents work in either city if they commute to work or have local employment or rural businesses. They support four different local fire brigades, several different football teams, churches in several centres and community activities in their own local districts. Many of our families have only met one another through the Greta Valley Primary School. In all other aspects of their daily life, they have a common link with only a section of our wider school community.
The support the school receives from our families is fabulous. They are committed to creating and maintaining the best possible local school they can. Working bees are very well attended and our grounds are well maintained and improving every year as a result. Support is evident in classroom programs and curriculum programs such as our outdoor education activities.
Our current enrolment is 8. Our weekly specialist programs include Science, Spanish, Music, Respectful Relationships and fortnightly we have a mobile Art and Library van visit.
Our school has made outdoor education a major feature of its curriculum, with a strong belief that our children benefit enormously from this program. They are able to practise the very important life skills of persistence, organisation, resilience, getting along and confidence through these activities. Their overall level of fitness is raised and they are highly engaged in school as a result of the extensive program.
Greta Valley is one of five schools in the King Valley cluster and we share time together for sport, curriculum enrichment, planning and professional development. Our school is a member of the Ovens and Murray Network which also offers curriculum and professional support, shared planning and professional development. These two avenues of contact with the wider teaching community are very important for our small staff to develop and extend their professional knowledge and support.
ADDED TO REGULAR, DIFFERENTIATED LITERACY AND NUMERACY LESSONS GRETA VALLEY PRIMARY SCHOOL ALSO PROVIDES:
Comprehensive use of ICT by the students.
Outdoor Education Program.
Staff participation in continuing education programs.
Education designed for the individual student.
Reinforcement of life skills that emphasise persistence, consideration, confidence, organisation and continuous individual improvement.
Language Other Than English - Spanish
Physical Education.
Music Specialist.
Visiting Art and Library Vans with specialist teachers.
Significant support for children with Special Needs