Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Health and allied health
Location: Melbourne - Southern suburbs
Reference: 1487667
KSC1: Demonstrated experience in developing, planning and implementing evidence-based strategies, procedures and policies which support the social, emotional and educational needs of primary school aged students and their families.
KSC2: Demonstrated capacity to deal with complex, sensitive and personal issues and the ability to undertake small student group and whole class supports, including social and communication skill development.
KSC3: Demonstrated high level organisational and problem-solving skills and the ability to develop the capacity of staff to support the school¿s disability and inclusion provision for all students.
KSC4: Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.
KSC5: Demonstrated capacity to contribute to a collaborative, multi-disciplinary Student Wellbeing and Professional Learning Teams to design, implement and evaluate prevention and intervention programs to support the educational needs of all students.
KSC6: Demonstrated high level written and verbal communication skills and a high level of interpersonal skills including a capacity to develop constructive relationships with students, staff, parents and external agencies in the area of student wellbeing.
[Attendance requirement for this position]
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.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
LOCATION PROFILE
Hastings Primary School services approximately 100 families in Hastings on the Western Port side of the Mornington Peninsula. Our school boasts a storied history that spans more than 150 years, with the schools population of 150 children come from a range of backgrounds including naval, industrial, professional, rural and welfare components in the local community.
Our Vision
Hastings Primary School will support our students to be the best they can be as active, creative and responsible global citizens.
Our endeavour, as a community, is for students to leave with the personal capabilities and aspirations to confidently and successfully strive for and achieve their personal best in a changing world.
At Hastings Primary School, we are building the future.
Our Values
At Hastings Primary School we have anchored our vision on three core values: caring, respecting and learning.
Caring - being kind, friendly and inclusive. Accepting differences, showing compassion, and helping others.
Respecting - respecting ourselves, others, and the environment around us. Being responsible for our actions and treating everyone with acceptance and understanding.
Learning - striving for our personal best, being open to opportunities, and demonstrating persistence and resilience while actively engaging in the learning process.
The Hastings PS school community is proud of the facilities and grounds provided. Our school boasts a storied history that spans more than 150 years, acknowledging and esteeming the contributions of previous generations, encompassing individuals from diverse occupational backgrounds such as fishermen, farmers, orchardists, naval personnel, and industrial workers. A special feature of the school is the Administration Centre housed in the original 1872 school building. Other features include:
Hastings PS has a challenging and extensive curriculum which places the development of Literacy, Numeracy and student wellbeing, in all students, at the forefront of planning, implementation and evaluation. All Key Learning Areas are integrated into comprehensive and focused learning programs.
Student Well Being
Curriculum Areas
Parents, as part of the learning partnership, are encouraged to become involved in classroom programs, physical education and sports, excursions, camps, clubs and special events. Their interests, skills and time are greatly valued.
A significant number of community volunteers, of all ages, support H.P.S. with their time and expertise throughout the year in classrooms and additional projects.
School Council is supportive in the organisation, resourcing and management of school programs, grounds and facilities.
An active parent/community volunteer group (Friends of Hastings Primary School) meet to plan and organise social and fundraising activities for the whole school community.
Hastings Primary School is a significant participant and contributor to the Westernport Cluster of schools and the Mornington Peninsula Network of schools. We work collaboratively within these networks to maintain an informed and co-operative approach to sharing best practice teaching and learning strategies and promoting connectedness to our schools and their communities.
Hastings P.S. is dedicated to a safe, caring, and secure educational environment.