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: 1552550
SC 1 Demonstrate capacity and experience to provide counselling to primary school aged children individually and in targeted small groups.
SC 2 Demonstrated ability to maintain accurate, timely and confidential counselling records, case notes and documentation in accordance with professional, departmental and child safety requirements.
SC 3 Demonstrated ability to build positive and effective working relationships with students, families, staff and external professionals.
SC 4 Highly developed communication and interpersonal skills, including the ability to communicate sensitively and professionally with students, families, staff and external professionals.
SC 5 Demonstrated ability to work in a multidisciplinary team to develop and implement support for students, families/carers and staff within a school community.
SC 6 Demonstrate a commitment to professional learning and growth relating to your role.
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.
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
Dandenong North Primary School enjoys a long-standing reputation as a family-friendly and academically successful school. In keeping with the re-generation of Dandenong as a thriving multi-cultural hub, the actual buildings of Dandenong North Primary School have undergone a transformation to bring the facilities into the 21st Century. Superb, new learning spaces, including a state of the art gymnasium, provide our students with a learning environment which is welcoming and purposeful.
Our wonderful and vibrant students come from a wide diversity of cultural backgrounds and provide a model for the adult Australian society of how diversity can deliver a fantastic team and family approach to learning.
We expect that all students should be able to achieve National and State benchmark standards in literacy and numeracy. We direct enormous resources to make sure that our students will perform at expected levels. We are most fortunate to have a team of highly skilled, capable and experienced teachers and support staff working together as a committed team to ensure every child can achieve to as high a level as possible. We are also in a position to provide intervention programs for any student who may need additional support in the key areas of reading and mathematics as well as providing mathematics enrichment classes for those students requiring extension tasks.
We are proud to be able to provide outstanding specialist programs for many students who enrol in an Australian school for the first time after arriving in Australia from overseas. We are highly skilled at providing smooth transitional pathways into the Victorian Curriculum for all of our students. We operate an innovative two-week Reception Program for newly arrived students and an outstanding, three-tiered English as an Additional Language program (EAL).
As a school with over 800 students we are provided with the resources that allow us to offer an ideal mix of specialist programs that include: Physical Education, Art, Library and Information Communication Technology. Our school encourages and provides pathways to excellence in artistic and sporting fields because we believe that our students should have a love and understanding of the Arts as well as being fit, skilled and healthy in body, mind and soul. We know that fit and healthy children learn faster than those who are not, so we make sure that our physical education program delivers levels of fitness and preparedness that are well above average
Our school prides itself on the successful development of a family feeling and atmosphere among the students and staff. We believe that when students feel happy and relaxed, as they do at ¿home¿, they will be able to make the most of every available learning opportunity. We strive to give students and their families a strong sense of belonging to a very large family! All of our staff believe in the school philosophy of ¿treating children as if they were our own¿, and a tour through the school is all it takes to experience the feeling of a positive and supportive atmosphere.
Our School Council and Staff are committed to delivering an environment where students will be encouraged to be totally engaged in their learning, fearless in expressing their creativity and confident in pursuing their personal goals. We want them to grow and develop as happy, independent, confident and resilient young people who will be in the best possible position when they leave us to make the most of the next phase of their educational journey.