Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1489386
Pascoe Vale Girls College is a Year 7-12 secondary school located in the northern metropolitan suburb of Pascoe Vale. Students are drawn from a wide geographical area. There is a broad diversity of cultural and language backgrounds.
At Pascoe Vale Girls College, we are committed to providing students with the opportunity to succeed as learners and as competent and confident citizens who can make a valuable contribution to a global society. Our college values of Respect, Diversity and Achievement reflect community expectations and provide a foundation for relationships and actions within the school community.
The School Strategic plan developed for 2023 - 2027 is centred on building practice excellence and developing a positive climate for learning. As a learning community we will focus on:
The college leadership structure is aligned with Strategic Plan priorities with a focus on leading improvement in student achievement, engagement and wellbeing. The Principal Team comprises the college Principal and two Assistant Principals all with a collective responsibility to improve student outcomes. Assistant Principals mentor Sub Schools and oversee portfolios across teaching and learning, student wellbeing and college operations. Leading Teachers have responsibility for Sub Schools, Literacy, Numeracy and the development of a Positive Climate for Learning. Learning Specialists work across the college to model excellence in teaching and build practice excellence. Professional Learning Teams support regular professional collaboration and are pedagogy focused.
Pascoe Vale Girls College provides a safe and supportive learning environment that encourages all students to succeed. Our Learning Model is informed by current educational research with teachers and students sharing responsibility to achieve positive learning outcomes. There is a comprehensive curriculum providing core subjects at Years 7 - 10 with an extensive elective program to enhance student learning at Years 9 - 10. The college SEAL program provides stimulating learning experiences that challenge, extend and develop the gifts and talents of students by offering acceleration and enrichment Year 10 students can accelerate their learning with access to VCE and VET studies. The college offers a broad range of VCE subjects and VM programs at Intermediate and Senior levels. The percentage of students engaged in further education or training once leaving the school is significantly higher than the regional and state average.
Literacy and Numeracy programs operate at Years 7 - 10 with evidence based teaching and learning strategies utilised to engage students and enhance learning. The City Experience Program at Year 9 provides students with a stimulating and challenging learning environment which enhances their learning experience.
The college operates two sub-schools, Years 7-9 (Middle School) and Years 10 -12 (Senior School). A college Wellbeing team works across sub schools to support student achievement, engagement and wellbeing.
An extensive co-curricular program offers students the opportunity to engage with the school community and challenge themselves both personally and academically. Students experience success in the College Student Leadership program, Instrumental music, visual and performing arts, debating, interschool sport, camps, STEAM , community based development programs including the St John Youth Ambulance program and through our sister school relationship with Toyota Higashi High School in Japan. These programs and opportunities contribute to student learning success by engaging students and building a sense of connectedness.
The college is committed to improving physical resources with the creation of new spaces for Vocational Education and Student Wellbeing. The construction of a new College Performing Arts Centre, Food technology and Music facilities provide specialist learning spaces and enhance links to our community.
Commitment to Child Safety
Pascoe Vale Girls College is committed to child safety. Our school actively promotes the safety and wellbeing of all students, including the needs of Aboriginal and Torres Strait Islander children, children from culturally and linguistically diverse backgrounds, children with disabilities and vulnerable children. 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.
For further information regarding the college vision and values, strategic priorities curriculum and instructional framework please visit: www.pvgc.vic.edu.au or contact the college Principal, Kay Peddle.
Thank you for your interest in Pascoe Vale Girls College.
SC1 Demonstrated experience in assessing students using a variety of psychometric tools, including cognitive and risk assessments.
SC2 Demonstrated experience in planning and implementing evidence-based intervention strategies for students with a range of mental health issues.
SC3 Demonstrated high-level skills in the coordination and completion of psychological counselling services.
SC4 Highly developed written and verbal communication and interpersonal skills including the ability to liaise effectively with a range of people.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
1. Deliver professional support service/s in a school/s, including the direct counselling for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise.
2. Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks.
3. Work collaboratively with school staff to contribute to operational practices
4. Provide professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students learning and developmental outcomes.
5. Liaise with Department staff and external service providers where necessary to provide support to students.
6. Meet relevant policies and legislative requirements in relation to student health information privacy.
Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
You will be replacing an employee on parental absence.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.