Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Medicine, nursing and midwifery
Location: Melbourne - Western suburbs
Reference: 1525279
SC1 Demonstrated experience in managing the health needs of children with complex medical conditions, including development and implementation of individual health care plans.
SC2 Demonstrated ability to respond effectively to medical incidents and provide timely, evidence-based care in a school or community setting.
SC3 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC4 Demonstrate a high level oral and written communication
SC5 Demonstrated commitment to professional learning and growth in both self and others.
Positions at this point are distinguished by the level of management responsibility and/or accountability for the delivery of professional support services. Positions will impact beyond the work area or professional field to the extent it needs to obtain cooperation of all staff members or members of the school community to achieve specific objectives, such as in school administration, operational 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.
The provision of business management services becomes a feature at this level. Management of staff to achieve the expected outcomes required by senior management will be a key responsibility, although in some circumstance it may be a specialised role. Staff management issues will be resolved at this level with minimal reference to senior management, although guidance will be required in more complex areas. 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. Guidance will be necessary where issues fall outside the normal scope of the position.
This is the minimum level for positions that carry a mandatory qualifications requirement of not less than four years. Professional student support positions become a feature at this level (eg. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand.
Cross cultural awareness communicates well with, relate to and see issues from the perspective of people from a diverse range of cultures and backgrounds.
Communication confidently conveys information in a clear and interesting way; considerate of others; able to express own views in a constructive and diplomatic way; develops reports and correspondence for clients and other using clear and readily understood language; writes in a clear, fluent and concise manner; produce written communications that are appropriate and understood by the intended audience; organise information in a logical sequence.
Analytical, conceptual and information seeking skills deal with concepts and complexity comfortably, be intelligent and perceptive, use analytical and conceptual skills to reason through problems, have creative ideas, and project how these can link to innovations; translate creative ideas into workplace improvements.
Service excellence constantly looks for continuous improvement opportunities and ways to innovate and encourages other to do the same; makes specific changes in work methods to improve outcomes, quality and timelines of service.
Mandatory as per application
Division 1 Registered Nurse with current practising certificate
A current Victorian Working with Children Check
A current Victorian Driver¿s License and car
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
Integrity: Committed to the best interests of children and families; inspires trust.
Specialist Expertise
Competency and experience in clinical nursing assessment, and ability to work as a sole health professional within schools
Demonstrated expertise in adolescent public/school health, health promotion or developmental paediatrics highly desirable.
Demonstrated experience in effective client record management, activity recording, assessment and care planning.
Yarraville Special Developmental School (YSDS) is a small, vibrant school with a strong emphasis on building and maintaining positive relationships with families and the wider community. We currently support 100 students aged between 5 and 18 years, all with a diagnosis of moderate to severe intellectual disability.
At YSDS, students are at the centre of everything we do. We are committed to providing a safe, stimulating, and flexible learning environment that values the individuality and ability of each student, empowering them to flourish and succeed.
Our dedicated teachers, education support staff, and allied health team work collaboratively to create rich learning experiences that foster growth, independence, and wellbeing. Guided by our school vision ¿Excellence in Learning¿ we strive to provide a strong foundation for continued learning, supporting every student to grow into a safe, respectful, and responsible citizen.