Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1531816
SC1
Demonstrated knowledge of, or a relevant qualification in, community services, youth work, education support or a related field, including an understanding of case management processes, sociological and developmental factors affecting young people, and service or program planning.
SC2
Demonstrated ability to plan, facilitate and document small group programs that build students' social, emotional and wellbeing skills, including the use of structured group facilitation and problem-solving approaches with diverse groups of young people.
SC3
Demonstrated ability to engage and build rapport with students from diverse backgrounds and abilities, applying a holistic, strengths-based approach that responds to each student at their point of need.
SC4
Demonstrated experience, or capacity to quickly develop skill, in liaising and collaborating with school staff, parents/carers and external agencies, including contributing to Student Support Group meetings and supporting the development of documentation such as Individual Education Plans and classroom adjustments.
SC5
Highly developed organisational and administrative skills, including accurate and timely record-keeping and documentation, with a commitment to maintaining safe practice in line with work health and safety requirements and mandatory reporting obligations.
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.
· Plan, facilitate and document small group SEL sessions, using structured group facilitation and problem-solving approaches to support students' thinking, communication and social skills.
· Provide 1:1 re-engagement support to students, identifying learning, health and wellbeing barriers and connecting students to appropriate in-school and external supports.
· Support case work for an identified small caseload of students under the guidance of the Inclusion team, maintaining accurate case notes and correspondence.
· Participate in Student Support Group meetings and liaise with parents/carers, level leaders and external agencies as required.
· Contribute to the development and review of Individual Education Plans informed by Student Support Group discussions and ensuring a strengths-based approach is applied.
· Coordinate and supervise student clubs and lunchtime programs that bring together students with diverse needs and interests.
· Maintain timely, accurate documentation, including session plans, classroom and assessment adjustments, case notes and meeting records.
· Apply work health and safety practices and procedures across all group and individual work setting
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
This position supports the school's Inclusion and Re-engagement programs, working primarily with students through small group social and emotional learning (SEL) sessions, individual re-engagement support, case management, and student clubs that build social connection across diverse student groups. The successful applicant will work closely with the Inclusion and Wellbeing teams, classroom teachers, Year level leaders and external agencies to support students holistically, recognising the learning, health and wellbeing barriers that affect engagement, and responding to each student at their point of need.
Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
A section addressing the selection criteria and the requirements for application under the Who May Apply section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
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.
Wantirna College is a single campus Year 7-12 School of approximately 1455 students, situated in the eastern suburbs of Melbourne, about 25 kilometres from the city centre. The College was founded in 1980 and consists of a core of well-maintained brick buildings, with additional portable buildings, in an attractive garden setting spread throughout the spacious grounds with panoramic views of the Dandenong Ranges. The College has extensive facilities including: a theatre; a university style 100+ seated cafeteria; a double court state of the art basketball stadium; undercover double soccer/netball courts; brand new dance and drama studios; a senior centre; a library; new and refurbished buildings that incorporate flexible open learning spaces as well as landscaped courtyards.
Wantirna College draws students from both local and surrounding primary schools. Demand for places at the College has been consistently strong and as part of the enrolment strategy there is a Department of Education and Training approved enrolment ceiling of 1500 students. Most of our students walk to school, are transported by their parents or use local buses.
The school family occupations index (SFO) is 0.31 and has remained fairly consistent over the last four years. The Language Background Other than English (LBOTE) proportion is 0.13 and again has been consistent over a large number of years. The College also has an international student program. This program takes approximately 40 overseas fee-paying students largely from China and Vietnam.
Our EFT (effective fulltime teachers) is approximately 110. There is a Principal Team of 5 (one Principal and four Assistant Principals) however, in 2027 we will be reducing to 3 Assistant Principals. We have approximately 80 non-teaching staff who provide support to both teaching staff and students. This support covers Administration, Library, Science, Integration, Learning Support, Quicksmart, Food Studies, Facilities, Gardening, School Nurses and ICT.
We operate two sub schools, the Middle Years 7-9 and Senior Schools 10-12, however in 2027 we will be moving to three sub schools ¿ Junior (yr 7/8), Middle (yr 9/10) and Senior (yr 11/12). Each sub school has its own administration, overseen by an Assistant Principal and Leading Teachers of each year level. We have high expectations of learning, behaviour, wellbeing and attendance which is underpinned by our school wide positive behaviours framework and a calm and productive learning environment.
Students in Year 7 and 8 experience a core curriculum based around eight learning areas, including Chinese as our LOTE subject. In Year 9 and 10 students have a vertical blocking structure with students in mixed 9/10 classes having over 60 subjects to choose from. Early start VCE is accessible for Year 10 students who are achieving well. In Year 11 and 12 we offer a wide range of VCE units including two Vocational Major Pathways and VET.