Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Grampians - Northern Grampians
Reference: 1548487
Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the schools student population.
Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing mental health and wellbeing prevention, promotion and early intervention.
Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.
Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
Clear understanding of legislative requirements regarding privacy of health information.
Range 4 is distinguished by broader management responsibility. 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.
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
Qualifications - A graduate or post graduate degree in psychology or equivalent.
Full registration with AHPRA
Skene Street Specialist School is a government, dual mode specialist school providing education to students with an intellectual disability. The school is in Stawell and sits on the traditional lands of the Djab Warrung and Jadawadjali people in regional Victoria home of the Stawell Gift and situated at the foothills of the Grampians National Park (Gariwerd).
We enrol students with an intellectual disability between the ages of 5¿18 years. Our school is wonderfully diverse, with a strong sense of pride and identity. Most students arrive at school by our DE self-managed bus service from Willaura in the south, Ararat, Stawell, and districts within the designated transport area (DTA).
The staffing profile of Skene St Specialist School includes the school Principal, Assistant Principal, Inclusion Outreach Coach, Mental Health Practitioner, 8 teachers and 14 class based Education Support (ES) staff.
The learning programs are based on the Victorian Curriculum Levels A-D, F-10 and are differentiated to meet individual student needs.
Each student has an Individual Education Plan (IEP) that highlights skill acquisition tasks that is designed to be worthwhile, challenging, and achievable. Specialist programs include Work Futures, Riding for the Disabled, Community Access, Developmental Learning Skills and Swimming.