Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Loddon Mallee - Macedon Ranges
Reference: 1499264
SCHOOL PROFILE Gisborne Primary School Excellence in Education
Gisborne Primary School has a current enrolment of 484 pupils with 50 staff. Situated in the picturesque country town of Gisborne, 53km from Melbourne, Gisborne Primary School has been serving its rural community for over 150 years. The school has developed and expanded with the township itself. The school provides a stimulating and safe learning environment for children where they are supported in their pursuit of excellence and in the realisation of their maximum potential.
There is a mixture of modern and historic buildings on the site. They feature well equipped technology areas, library, teacher resource and withdrawal areas, a gymnasium, canteen, visual arts room and adventure playground areas. Our teachers are required to differentiate the curriculum to suit the learning needs of students. Quality planning, teaching and assessment practices are considered high priority at our school.
Students at Gisborne Primary School are encouraged to share their `voice' in their classes and through the many leadership opportunities offered. Our School Captains lead school events, assemblies and school tours and represent the school at community events such as Anzac Day. Other leadership initiatives include House Captains, Arts, Community & Sustainability/Environment Leadership teams, and two Class Captains lead each classroom.
Our specialist programs include Physical Education, STEM, Music, Visual Art and LOTE - Italian.
Our teachers plan together in teams and use data to inform the direction of teaching and monitor every child's progress. The focus of Professional Development for our staff has resulted in a heightened awareness of the best current teaching practices. A large component of professional development is undertaken in Professional Learning Communities (PLC), which focus on refinements in teaching, data analysis, goal setting and collegiate support. The Leadership Team and teachers regularly participate in Learning Walks and Talks and collegiate visits in classrooms and planning meetings. Gisborne Primary School is a PLC Link school leader and supports teachers and leaders across the state to implement PLC in their schools.
Teachers at Gisborne Primary School are committed to the home/school partnership and value input and support from student and parents. Our School Council sets high expectations for student learning and teaching practices. Our parents are shared partners in student learning; we value their contribution to their child's learning as well as their contribution to the school in whatever capacity they can.
The school's motto is `Caring' and this is featured as a logo on the school's uniform. The school's values are Respect, Responsibility, Personal Best, Resilience and Caring.
The school's philosophy is based on the belief that every student has the ability to learn and that this occurs best in a safe, happy and positive environment.
SC1. Qualification in social work, counselling, psychology or relevant community health or welfare field.
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.
This is a part time role of 6.5 hours (8:45am-3:45pm) per day, 2 days per week (days negotiable).
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.
The duties of a school counsellor include counselling students whose behaviour, school progress or mental or physical impairment indicate a need for assistance; consulting with parents, teachers and other school personnel to determine the cause of the problems and to implement solutions in order to maximise their wellbeing and engagement in learning. They may be required to support families with referrals to external services for medical, psychiatric and other testing that might disclose the cause of difficulties.
As well as attending to those duties required within this ES range, the role includes the following key accountabilities:
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
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 three 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.
We anticipate shortlisting will take place early in Term 4. Only shortlisted applicants will be contacted.