Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Grampians - Hepburn
Reference: 1483732
SC1 Qualification in social work, counselling, psychology or relevant community health or welfare field (desired not required) and/or experience in a school setting supporting student welfare.
SC2 Understanding of the common approaches, policies, programs and research relating to student wellbeing.
SC3 Ability to facilitate and collectively implement programs and procedures that address the social and emotional learning needs of students within the school community.
SC4 Ability to provide confidential, tailored and appropriate individual support to students and staff, including one on one and small group counselling and referral to external agencies as required. As well as providing advice and support to school leaders and staff on wellbeing matters.
SC5 Demonstrated high level written and verbal communication skills and high-level interpersonal skills including the capacity to construct positive relationships with staff, external agencies and parents as required
Monday and Tuesday 8:15am-4:20pm
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.
Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:
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
Clunes Primary School, located in the township of Clunes, was established in 1875. It is thirty-two kilometres north of Ballarat, at the western end of the Hepburn Shire.
Clunes Primary School boasts an impressive original heritage school building, complemented by classroom additions from the early 2000s and a purpose-built Building Education Revolution complex constructed in 2011.
Other facilities include a multi-purpose hall with a kitchen, an art/craft room, resource rooms, functionally equipped flexible learning spaces, library and an administration area. The grounds are extensive, with two adventure play areas; the junior, re-shaded at the end of 2015 and the senior area all weather shaded in 2017. The school has footy and soccer ovals, a walking / training track, a multi-purpose court, various asphalt games areas, vegetable garden and landscaped outdoor learning areas. A new inclusive outdoor learning space was completed in 2020.
The school¿s 2025 enrolment is 96 students arranged essentially into a Junior Unit (Foundation-Year 2) and a Senior Unit (Years 3-6) with composite groupings across year levels 1-6. The school implements the Victorian Curriculum. In addition, a broad range of curriculum and extra-curricular opportunities are provided to students. These includes specialist programs in sustainability, Visual Arts, Physical Education, Performing Arts and Japanese. An extensive vegetable garden facilitates a regular learn to cook with fresh produce cooking program for all students P-6. Students also participate in the RACV Energy Breakthrough. A whole school values-based approach to positive student well-being underpins curriculum based on The Resilience Project, School Wide Positive Behaviour Support and You Can Do It. Our values are well reflected within our school community, and we keep students at the centre of our endeavour. We are responsive to our community and work to resolve possible concerns promptly with respect and care.
Our school is committed to and actively participates in local Clunes community events supporting community partnerships.
We are very proud of our students¿ achievements, and we look forward to the future with confidence.