Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Grampians - Ballarat
Reference: 1482135
Phoenix P-12 Community College is a large coeducational school, located in Sebastopol, which is a suburb of Ballarat. We service a wide geographical area including the suburbs of Delacombe, Redan and Sebastopol and rural townships within the Golden Plains.
We are proud to be a community school which delivers learning programs for students from foundation through to the completion of year 12. Our College community includes a diverse range of families from various socio-economic backgrounds. The College prides itself on delivering outstanding academic and co-curricular educational opportunities for all students. Our goal is to develop respectful and responsible global citizens, who are empowered to strive for the pathways of their dreams, whether that be university, TAFE or work. At Phoenix we believe all students can learn and every child has a right to be literate, numerate and curious about the world they live in. To ensure that our students are encouraged to be active global citizens we create an ICT rich learning platform where every child has access to a high quality device with contemporary functionality.
At Phoenix P-12 Community College we have a commitment to ongoing instructional improvement. We understand the importance of explicit teaching, most especially in the domains of literacy and numeracy. We intentionally build teacher capacity through PLC cycles, regular coaching, observation and feedback. Student engagement is developed through purposeful, student centred learning that is grounded in an agreed instructional model. At Phoenix we are committed to building individual and collective efficacy as a key strategy for ensuring that all students have the opportunity to achieve optimal learning growth.
Phoenix P-12 Community College is committed to implementing FISO 2.0 and has a clear focus on nurturing Learning and Wellbeing. To ensure that every child has a point of connection and belonging we have established smaller communities within our school known as Learning Villages. Our Villages are organised in the following way:
· Foundation to Year 4 ¿ located on the Redan Campus
· Year 5 to Year 6 ¿ Located on the Sebastopol Campus
· Year 7 to 10 ¿ Located on the Sebastopol Campus
· Year 11 to 12 - Located on the Sebastopol Campus
· DOTS (Developing Other Talents and Skills) ¿ Grant St Campus
The College values of Respect, Responsibility, Integrity, Cooperation and Excellence are at the core of all relationships at Phoenix and guide every daily interaction. We know that quality relationships which are based on mutual respect are the key to us achieving our purpose. We are committed to strengthening the partnerships between parents, teachers and students.
In alignment with FISO 2.0 at Phoenix we place a high priority on the development of wellbeing and inclusion both for students and staff. In addition to the integration of SWPBS and Respectful Relationships we are proud to be a TRP school. A comprehensive student wellbeing team is in place to ensure that we meet every individual at their point of need. This diverse team includes, Dr¿s In Schools, Youth Workers, Social Workers and other allied health members. This expert team delivers a comprehensive suite of programs and services that build student wellbeing, connection and identity. The College transitioned effectively to DET¿s DIP process and supports student diversity through a comprehensive range of intervention programs.
At Phoenix we strive to provide our students with a complete learning experience that extends beyond the classroom. We offer an extensive co-curricular program that includes sport, drama, music, public speaking, student leadership and the arts. We actively encourage our staff to engage with the myriad of clubs and community activities offered to students.
At Phoenix P-12 Community College we are proud to cater for all students, we excel in the provision of broad, flexible and inclusive educational pathways. Our Senior School structure has embraced the implementation of the new VCE and we are proud to offer a wide range of VCE and VET subjects both at school and through the cluster. Our Managed Individual Pathway (MIP¿s) Team has expert knowledge and skills and our ability to support the transition to university, TAFE or work is exceptional. Senior students are supported by our designated VCE study centre, complete with a study centre manager, tutors and individually selected mentors.
SC1 An ability to use culturally sensitive; evidence-informed practice when working to address the
needs and goals of students
SC2 Demonstrated capacity to communicate effectively with members of the school community and
relevant external human service organisations.
SC3 Capacity to work cooperatively with range of people including teachers, education support,
students and parents.
SC4 A commitment to professional learning and growth.
SC5 Demonstrated skill in ability to record and manage information in an ethical and confidential
manner.
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.
Responsibilities
¿ Liaise effectively with external service providers and assist teachers, students and their families to access
these services.
¿ Implement and evaluate intervention programs to support school curriculum and the needs of identified
groups of students.
¿ Provide or facilitate counselling and guidance to students.
¿ Work with students and their families to develop pathways to success at school.
¿ Ensure the safety of the young people whilst under their supervision.
¿ Facilitate and assist young people to develop skills and achieve goals.
¿ Support and advocate for young people to progress and move towards success.
¿ Engage young people in activities that are of both a social and learning opportunity to advance their skills.
¿ Assist in creating an environment that facilitates learning, growth and change.
¿ Use appropriate boundaries, processes and structures that allow young people to learn from their
experiences and choose appropriate ways to meet their needs.
¿ Perform duties in accordance with DE guidelines, accepted practice and College policy being respectful of
confidentiality, mandatory reporting requirements and observing necessary boundaries.
¿ Be responsible to the Wellbeing team in the development of programs and in the day-to-day identification
of students in need, and of caseload management.
¿ Be a team player who has excellent communication skills (written and verbal) and ability to develop positive
working relationships with students, especially those at risk.
¿ Work with students individually, and in groups, to encourage emotional intelligence, interpersonal skills and
a social awareness.
¿ Identify students who need to be referred on to other services and work within school processes to take
appropriate action to make referrals.
¿ Work as a mentor where appropriate, modelling appropriate positive behaviours and relationships.
¿ Provide information and feedback to Advisory teachers, Leading teachers and Principal class regarding
individual needs, issues, concerns and assist in the development of effective learning programs that can be
implemented for students at risk.
¿ Develop links with Students Support Services, school networks and relevant support agencies with a view to
optimising and coordinating service provision to students as risk.
¿ Provide regular confidential feedback and updates to the Principal, Assistant Principal and team leaders
regarding students being assisted.
¿ Implement and evaluate intervention programs to support school curriculum and the needs of identified
groups of students.
¿ Lead Tier 1 level school wellbeing activities such as Wellbeing Wednesdays
¿ Supervision of the wellbeing hub during student break times
¿ Other duties as directed by the Principal or Business Manager
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