Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 4
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1532040
Merriang Special Developmental School is a dual campus, government specialist school located in the City of Whittlesea.
The Later Years Campus and main administration offices are located in Duncan Road Lalor and is attended by secondary aged students, whilst primary aged students attend the Early Years Campus located in South Morang.
The schools vision is ' To lead special education through exemplary and innovative practice'. Our school values of Safety, Respect and Active Learning align to the schools expected behaviours of Be Safe, Be Respectful and Be a Learner.
The school continues to promote a positive learning environment through SWPBS and our behaviour purpose statement reflects this commitment 'Merriang promotes effective, social and purposeful learning by creating a safe and positive school environment. Through predictable and consistent school wide behavioural learning expectations we will empower, engage and support all members of the school community."
SC1. Demonstrated knowledge of Child Development and Wellbeing - Understanding of social, emotional, behavoural, and mental health needs of primary aged students; Knowledge of evidence based wellbeing practices for both individuals and groups; Ability to identify and respond to students at risk, including assessing needs, developing support plans and facilitating appropriate interventions.
SC2. Experience implementing evidence-based interventions and strategies to support young people, including those with a neurodiverse profile.
SC3. Demonstrated ability to work in a multidisciplinary team to develop and implement support for students, families/carers and staff within a school community.
SC4. Demonstrated ability to provide expert consultation and training designed to build the capacity of a school community.
SC5. Knowledge of and ability to liaise effectively with a broad range of services and resources available for the support of students with disabilities and their families/ carers.
SC6. Display capacity building techniques and best practice to support school community to understand and cater for the complex needs of young people including those from a trauma background and those with behavioural difficulties.
SC7. Desirable - Knowledge of trauma informed, restorative and Nurture practices.
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.
Duties may include:
Case management of students completed through a collaborative process that includes the student, family and school staff
Design and implement programs to support disengaged students through evidence-based interventions
Facilitate group sessions that develop social/emotional skills
Organise and facilitate programs for minority/vulnerable students
Communicate with all key stakeholders including community agencies, family and school staff to support the young person
Collaborate on the design and implementation of behaviour support strategies for students needing de-escalation and regulation plans
Support whole school initiatives such as Breakfast Club and lunch time co-curricular activities
Support school/cohort reinforcement systems to reinforce positive behaviour in line with the school wide positive behaviour support program
Participate in decision making conversations around referral pathways for students
Communicate with external support services/community groups to improve outcomes for students
Assist in the development, implementation and review of student wellbeing/management policies
Actively participate in professional development activities and programs and share knowledge and expertise with other staff.
Liaise between the school and community agencies including facilitation of referrals to community agencies, psychologists and educational psychologists
Abide by Legislative policies on privacy and child safety.
Meet relevant policy and legislative requirements in relation to student health information privacy.
Identify and respond to child protection concerns in accordance with legislation and school policies.
To work collaboratively with wellbeing and wider school staff to facilitate positive transitions for students
To participate in and where required to facilitate student support group and care team meetings
Work to enhance and strengthen school, family and community partnerships
Required
Applicants must be qualified as a psychologist, social worker, mental health nurse, occupational therapist or counsellor of a prescribed class. Specifically:
For Psychologists, applicants must hold full registration with AHPRA
For Mental Health Nurses, applicants must hold full registration with AHPRA and hold a postgraduate qualification in mental health
For Social Workers, applicants must be eligible for membership with the Australian Association of Social Workers
For Counsellors applicants must have completed a Bachelor or Master of Counselling and be a practising member of either the Australian Counselling Association (ACA) or the Psychotherapy and Counselling Federation of Australia (PACFA)
Demonstrated direct counselling experience
A current Working With Children Check.
Desirable
For Psychology applicants, specialisation in educational and/or developmental psychology.
For Mental Health Nurse applicants, holding a Mental Health Nurse Credential and membership with the Australian College of Mental Health Nurses.
For Social Work applicants, membership with the Australian Association of Social Workers and an Accredited Social Worker Trade Mark.
For Counselling applicants, Level 3-4 registration (ACA) or a Registered Clinical Counsellor endorsement (PACFA).
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